Care, Respect and Safety [LS.CRS]
School staff ensure the learning environment is welcoming, caring, respectful and safe, and that healthy lifestyle choices and positive peer relationships are fostered.
Exploring the Context
Parkland School Division has a responsibility to ensure that each student enrolled in a school operated by the Board and each staff member employed by the Board is provided with a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging. To this end, stakeholders gain trust and confidence when students report positively about their sense of safety and well-being.
The Division affirms the rights of each staff member employed by the Division and each student enrolled in a school operated by the Division as provided for in the Alberta Human Rights Act and the Canadian Charter of Rights and Freedoms. Staff members and students will not be discriminated against as provided for in the Alberta Human Rights Act or the Canadian Charter of Rights and Freedoms.
Alternative Context: Ongoing Pandemic
The safety and well-being of students remains a significant priority as students attend to online learning tasks. School staff will be continuously required to review and evaluate their methods of delivery in terms of student safety and well-being. Similarly, school staff will continue to explore ways to ensure students are attending to healthy lifestyle choices and physical activity during extended periods of social distancing and isolation.
Avenues for Development
- School staff explore learning opportunities to increase their capacity and understanding of student, self-regulation.
- School staff utilize the Seven Grandfather Teachings as a form of character education.
- School staff explore and implement Restorative Justice practices.
- School staff explore and implement Collaborative Response Model practices.
- School staff continue training and understanding in the Violence, Threat, Risk Assessment (VTRA) processes.
- School staff continue training in Nonviolent Crisis Intervention (NVCI).
As we attend to this Element, we perceive a greater sense of our stakeholders’ appreciation for the safety of our learning environments. We expect to experience a year-over-year reduction in student suspensions.
- Assurance measures indicate that our learning environments are perceived as welcoming, caring, respectful and safe.
- Accountability Pillar measures demonstrate growth in the percentage of teacher, parent and student agreement that: students are safe at school, learning the importance of caring for others, learning respect for others and treated fairly in school.
- Satisfaction of students, parents, teachers and school board members that our schools provide a safe, caring, and healthy learning environment.