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School Climate (green)

Stakeholders

What is a safe school?

Hattie's Student Achievement Effects and Safety

Supporting marginalized students

Sustainable measures

Cultural Responsive Practices (yellow)

School culture

Foundational Principles of Restorative Practice

The Mindset of Culturally Responsive Educators

Restorative Prevention

Gender Issues and Learning (purple)

Classroom Rights &Responsibilities

Risk Assessment

Minimizing the Risk of Electronic Communication and Social Media

The Every Teacher Project

Students with Special Needs (blue)

Accommodations and Modifications in Education

Special Needs Awareness SurveyStrategies for Resolving Conflicts

Peer Mediation Circles

My Teaching Philosophy (red)

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Safety at school is the responsibility of all of the stakeholders. A school is only safe if those involved make it safe, it is a shared responsibility.
Stakeholders:
·      Students

·      Teachers

·      School Administration

·      Non-Teaching Staff

·      Parents/Guardians

·      Community

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What is a safe school?
A safe school climate is the
whole-schools wellbeing where all members feel a sense of belonging, are valued, respected and free from discrimination and harassment.

Feeling safe and supported is a right to everyone.

School team approach (educators, students, parents working together).

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Hattie's Student Achievement Effects and Safety

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Hattie's Student Achievement Effects and Safety

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Click image to make it bigger.

Factors from Hattie's list that can be linked to harassment, bullying or victimization.

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“There is a direct link between success in school and the school environment in which student learning takes place. Students are more able and more motivated to do well and achieve their full potential in schools that have a positive school climate and in which they feel safe and supported.”        -Parent Advisory Article

Some issues in supporting students who have been marginalized are the students perception of safety and creating consistency and follow through.
If a student doesn’t ‘feel’ safe then they wont perceive they ‘are’ safe. If students don’t feel they are safe at school then they are less likely to be successful, as they will be focusing on other things.

In order to create a shift and support student safety we can support these ideas by  making school as inclusive as possible by reducing gaps and closing the barriers of marginalization when possible.
This can be done in some simple ways to help a student feel more apart of the school and welcomed.

Eliminate barriers such as food access, use assistive technologies (breakfast programs)

Classroom instruction that works for them to encourage participation

Classroom environment that reflect various students’ cultural backgrounds.

Encourage safe spaces and inclusive attitudes.

Treat students fairly no matter who they are, consistent with discipline and rewards

Safety Plans when needed to support students- creates consistensy no matter who is teaching in the room

When we can maintain a safe place and safe space for students, we can begin to work on reducing barriers of those who are seen as marginalized. Safety is a first priority to accomplishing anything at school.

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Sustainable Measures to Safe School Climate

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Sustainable Measures to Safe School Climate

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1. Student Driven Initiatives
When the students become apart of the process, they are more likely to 'buy in' and be invested in making and maintaining positive school changes. This could be through Tribes program initiatives, poster awareness, students driven assemblies, clubs, student rallies and campaigns.
2. Empathy Building Activities incorporated into classroom curriculum.
A good web resources teachers could be referred to is the Inclusion lab. This website is geared towards younger students but there are others online for different age groups depending what you teach.  http://blog.brookespublishing.com/5-activities-for-building-empathy-in-your-students/

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What is School Culture?:
"School culture is the set of norms, values and beliefs, rituals and ceremonies, symbols and stories that make up the 'persona' of the school,"

"The culture of a school consists primarily of the underlying norm values and beliefs that teachers and administrators hold about teaching and learning," according to Dr. Kent D. Peterson. That culture is also composed of "traditions and ceremonies schools hold to build community and reinforce their values,".

Schools culture is a combination of factors that contribute to the makeup of what the individual school and what becomes the set of norms.

Dr. Kent D. Peterson (2018).“Is Your School's Culture Toxic or Positive?” Retrieved from http://www.educationworld.com/a_admin/admin/admin275.shtml

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Foundational Principles of Restorative Practice

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Foundational Principles of Restorative Practice

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Please click below to link to another Padlet that explores this topic. Topics included are:

Student Voice

Accountability

Firm & Fair Practice

Interdependence

Healthy Relationships

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The Mindset of Culturally Responsive Educators

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The Mindset of Culturally Responsive Educators

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Culturally responsive teachers work creatively and effectively to support all students in diverse settings. Here are some of the characteristics necessary to do this.

Characteristics:

1.     Socio-cultural Consciousness: an awareness of how socio-cultural structures impact individual experiences and opportunities

2.     High Expectations: hold positive and affirming views of all students

3.     Desire to make a difference: see yourself as a change agent working towards equity

4.     Constructivist approach: learners construct their own knowledge

5.     Deep knowledge of their students: know your students, their families, and how they learn best and where they are at in their own learning process

6.     Culturally responsive teaching practices: design and build instruction on students prior knowledge in order to stretch their thinking and understanding

Ontario, Gov. (2013, November).  Capacity Building Series – Culturally Responsive Pedagogy. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ResponsivePedagogy.pdf

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How could schools improve the dialogue around social justice, isolation, and vulnerability?

Schools can improve the dialogue around social justice by taking time to create a plan, direction to go in, and a model that works for the school to create the shift of being preventative and proactive instead of reactive.

Insure students have the support they need available such as school community counselor, mental health worker, public health nurse, and more. That way identified students can have the support they need. By providing the more vulnerable students support and any student when they need it this helps build into the preventative approach.

Creating terminology and approaches to be used in school that is known by all the stakeholders. This creates a consistent school wide approach. Teach the school staff about restorative approaches and how to implement them. Examples are: peace circles, family group conferencing, community conferencing, positive discipline, victim-mediation…

Create a platform to give students a voice through clubs or counsels that focus on student voice and empowerment.

Allow students opportunities to support each other.  Give students a space where they can communicate and work things out.

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Rights:

In our class, you have a…

Right to learn

Right to be safe

Right to be heard

Right to cultural expression

Right to self-identification

Right to a discrimination free education

Right to a barrier free education

Responsibilities:

To act in a safe manner to keep others and myself safe

To be respectful of others and how they learn

Not to stop others from learning by my own actions

Be a listener

Respect others right to cultural expression

Respect others right to self-identification

Speak up when something is unjust to prevent biases and barriers or if bullying is taking place

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Below is a chart you can use to conduct a Risk Assessment of your school. This will allow you to identify risks to students based on gender identity or gender expression in accordance with the Ontario Human Rights Commission’s mandate that all schools provide safe and accepting spaces. This chart can be used to help report and determine risks a student might face in your school.

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Minimizing the Risk of Electronic Communication and Social Media

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Minimizing the Risk of Electronic Communication and Social Media

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If you are using a web page or social media site professionally with students, treat the space like a classroom. Apply the same rigorous professional standards.

Consider whether any content may reflect poorly on you, your school or the teaching profession before you post it.

Ensure that your comments do not incite others to make discriminatory or other professionally unacceptable comments.

Is this picture or comment something I would be comfortable with my students, their parents, my supervisor, my family or the media seeing?

Would my peers or supervisors consider what I have posted as reasonable and professional?

Ontario College of Teachers. (2017, September 27). Professional Advisory- Use of Electronic Communication and Social Media. Retrieved from https://www.oct.ca/resources/advisories/use-of-electronic-communication-and-social-media

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This is a web resource on LGBTQ inclusive education in Canada.
This is a great resource for Teachers to use. I especially found it helpful to reference the terminology lists found in this document. In particular the terms list for identity terms and terms for systems of privilege and marginalization. This gives better insight and knowledge of language to be used in inclusive education.This document is helpful for learning perspective and practices to provide inclusive education as well as evaluates supports and barriers specific to LGBTQ education.

Taylor, C., Peter, T., Campbell, C., Meyer, E., Ristock, J., & Short, D. (2015).
The Every Teacher Project on LGBTQ-inclusive education in Canada’s K-12 schools:
Final report. Winnipeg, MB: Manitoba Teachers’ Society

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Create an anonymous online survey to be completed by teachers and other staff at your school. Ask the following questions:

1. Are special needs students at your school as successful as the rest of the student population in passing the Education Quality and Accountability Office’s literacy and math tests?

2. Have you participated in writing an Individual Education Plan?

3. Would you agree that students bully others by using labels that identify special needs?

4. Do you feel that students with special needs perform better in the regular classroom or in specialized programs outside of the regular classroom?

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Accommodations and Modifications in Education

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Accommodations and Modifications in Education

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Comparison Between Accommodations & Modifications

We Accommodate the teaching/learning process to meet student needs and allow demonstration of grade level expectations which are age/grade appropriate; changes are made to the way the student is taught and assessed. Accommodations set up “equity” so all students can play on a level playing field.

We Modify the curriculum to meet student needs that are substantially different from the prescribed grade level curriculum.

Accommodations (changes to HOW we teach and assess)

Modifications (changes to WHAT we teach and assess)

Oxley, Jacki. (2010, March 3). Accommodations & Modifications. Retrieved from https://specialeducationontario.wikispaces.com/file/view/Modifications+and+Accommodations+by+Jacki+Oxley.pdf

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Preview the attached to see and If/Then chart with strategies for resolving conflicts

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Please see attached for a poster designed for use in a classroom to help facilitate Peer medications Circles and as a visual cue for students.
This is designed for a symbol for a problem solving circle that could be used in a classroom to address conflicts arising from special needs behaviours or transitions.

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Please see attached