Student Code of Conduct:
At Dr. George Stanley, we are fortunate to house a positive and caring group of students.
Nonetheless, it is our role to be diligent around creating a safe, caring environment for everyone. Our model, based on fostering meaningful relationships with pods and key homeroom teachers is vital. This allows us to really know students as learners and understand their unique personalities. This also means that most behaviour situations are actively addressed by teachers - a policy in CBE under progressive student discipline*. A significant relationship also allows for students of concern to be supported in developing positive strategies.
Teachers are the first point of contact and school administration needs to take into consideration a number of factors, including developmental appropriateness, parameters, previous steps taken, and any other relevant circumstances. As a school, we communicate with all involved parties, but cannot reveal details pertaining to other students or their families as per FOIP (Freedom of Information and Privacy) guidelines. This is sometimes concerning to families who may not understand these parameters or feel that “nothing was ever done." In fact, we never ignore situations as per our professional obligation. And, we administer meaningful consequences, which can look different from case to case and must adhere to progressive discipline (we are not tasked as an individual school to make our own discipline process). This process starts with the classroom teacher, who will involve student services (resource team) to gather data and, when necessary, involves school administration. In some situations, we are able to involve system personnel as well; however, this is a last resort as it is our aim as a school to create an inclusive learning environment and to work with families.
As a school, we have instituted one significant rule: No Dating. This simple, yet complex rule is really about eliminating inappropriate displays of affection. Families ultimately chose rules within their own environment. However, within the school we want a professional vibe and to honour the aims of learning and safety. We are happy to say that students are very respectful towards keeping this a socially appropriate and academically focused environment.
Other rules are not addressed within the school environment because of contextual variables; for example, wearing a hat sometimes is necessary due to medical conditions, with a rule about wearing hats we making an inclusive environment less inclusive by identifying that student as special. The expectations is to treat this environment and all people within it with respect.
The community of Cranston has wonderful children. In the end, our only goal is student success and to ensure everyone is safe and that we are supporting all students in make the best choices!
The Alberta School Act states:
Student responsibilities 31
A student, as a partner in education, has the responsibility to
(a) attend school regularly and punctually,
(b) be ready to learn and actively engage in and diligently pursue the student’s education,
(c) ensure that the student’s conduct contributes to a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging,
(d) respect the rights of others in the school,
(e) refrain from, report and not tolerate 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,
(f) comply with the rules of the school and the policies of the board,
(g) co-operate with everyone authorized by the board to provide education programs and other services,
(h) be accountable to the student’s teachers and other school staff for the student’s conduct, and
(i) positively contribute to the student’s school and community.
Parent responsibilities 32
A parent has the prior right to choose the kind of education that shall be provided to the parent’s child, and as a partner in education, has the responsibility to
(a) act as the primary guide and decision-maker with respect to the child’s education,
(b) take an active role in the child’s educational success, including assisting the child in complying with section 31,
(c) ensure that the child attends school regularly,
(d) ensure that the parent’s conduct contributes to a welcoming, caring, respectful and safe learning environment,
(e) co-operate and collaborate with school staff to support the delivery of supports and services to the child,
(f) encourage, foster and advance collaborative, positive and respectful relationships with teachers, principals, other school staff and professionals providing supports and services in the school, and
(g) engage in the child’s school community.
For information on the CBE Code of Conduct, which outline the roles
and responsibilities of students and employees, visit our Code of Conduct page.