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schools StTeresa StTeresa 6673124E-A020-4D59-97C6-3F12C4794239 5704
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Toronto Catholic District School Board

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ST. TERESA CATHOLIC SCHOOL
CODE OF CONDUCT
 
 
Mission Statement
 
In a school founded on Catholic values, we are a collaborative community of educators dedicated to student achievement with a focus on improving literacy and numeracy skills.
 
St. Teresa Catholic School is a Christian community in which students, staff, parents and parish clergy are committed to the nurturing of a caring environment. Within this environment, all members are given the opportunity to flourish and grow. We will strive to provide a safe, welcoming and learning environment where all students can succeed.
 
The cornerstone upon which all our standards of discipline are founded can be summarized in a single work: respect. Every person involved in the St. Teresa School community is challenged to treat every other person with dignity, courtesy and respect for staff and other adults who work in our school community. The respectful student is ever mindful of the rights of all others in the community.
 
Respect for staff members: It is understood that all staff members are responsible for all pupils at all times. Consequently, students are to regard all staff members, including supply teachers, as they would their regular classroom teacher.
 
Respect for property: School property such as text books, library materials, physical education equipment, team uniforms, computers, software, furniture, etc. are for everyone’s use. Pupils who are responsible for vandalism, damaged, or lost articles are expected to pay replacement costs.
 
St. Teresa Catholic School is not just the building and the facility. It is a Christian family made up of staff and students who work together. What we wish to have is a genuine Christian family spirit with everyone-staff and students-doing his/her share to make Holy Cross a living, loving community. To succeed in working towards this goal, each of us must consider how he/she can contribute towards making St. Teresa a community built on love and respect.
 
Communal Rights and Responsibilities
 
Everyone has the right to be treated with dignity and respect.
Everyone has the right to be treated in an equitable manner.
Everyone has the right to feel welcome in our community.
Everyone has the right to work in a safe environment.
Everyone has the right to express personal views/opinions in respectful manner.
 
Everyone has the responsibility to treat everyone with dignity and respect.
Everyone has the responsibility to treat others equitably.
Everyone has the responsibility to ensure that every individual feels welcome.
Everyone has the responsibility to ensure that the school environment is safe.
Everyone has the responsibility to express personal views/opinions in a respectful manner.
 
 
Students are expected to: Regulation 298 S.23
23(1). A pupil shall
Be diligent in attempting to master such studies as are part of the program in which the pupil is enrolled;
Exercise self-discipline;
Accept such discipline as would be exercised by a kind, firm and judicious parent;
Attend classes punctually and regularly;
Be courteous to fellow pupils and obedient and courteous to teachers;
Be clean in person and habits;
Take such tests and examinations as are required by or under the Act or as may be directed by the Minister; and
Show respect for school  property
 
2. When a pupil returns to school after an absence, a parent of the pupil, or the pupil where the pupil is an adult, shall give reason for the absence orally or in writing as the principal requires.
3. A pupil may be excused by the principal from attendance at school temporarily at any time at the written request of the parent of the pupil or the pupil where the pupil is an adult.
4. Every pupil is responsible for his or her conduct to the principal of the school that the pupil attends,
a) on the premises;
b) on out-of-school activities that are part of the school program; and
c) while travelling on a school bus that is owned by a board or on a bus or school bus that is under contract to a board.
 
Staff are expected to:
 
Provide a safe, secure, spiritual and positive school environment
Prepare and provide an appropriate and challenging program
Establish effective and consistent routines
Provide assistance to children when and where it is needed
Support and maintain school policies
Maintain productive and effective communication between the school and the home
Respect the students’ worth, dignity and individual needs.
 
Parents are expected to;
Provide a supportive, positive attitude towards the child and the school
Provide a home environment conducive to learning in the Catholic Christian context
Maintain effective communication between the home and the school
Assist with school activities when possible
Assist their children in understanding and following the Code of Conduct
Safe Schools Practices and Procedures
 
The Safe School legislation requires:
A province wide Code of Conduct that sets clear minimum standards for behaviour
Mandatory minimum consequences for certain behaviours
 
Parents will have the assurance that the schools are committed to providing a safe environment for their children; an environment which encourages and supports their learning, and where strategies are in place to minimize disruption.
 
Principals and Teachers have the clearly stated authority to manage the learning environment so that students can achieve to the best of their ability. They have the right to work in an environment in which they are shown respect.
 
Students must demonstrate respect for themselves, their peers and all adults who work in the school.
 
Suspension Policy
 
The Education Act clearly states that students shall be immediately suspended for the following infractions:
            Uttering a threat to inflict serious bodily harm on another person
            Possessing alcohol or illegal drugs
            Being under the influence of alcohol
            Bullying (verbal, physical, psychological)
            Swearing at a teacher, or at another person in a position of authority
Committing an act of vandalism that causes extensive damage to school property at the students’ school, or to property located on the premises of the students’ school
 
 
The Education Act clearly states that students may be suspended for the following infractions:
            Persistent truancy
            Persistent opposition to authority
            Habitual neglect of duty
            The wilful destruction of school property
            The use of profane, or improper language
            Conduct injurious to the moral tone of the school, or to the physical well-being of others in the school
 
Suspensions are from one (1) to twenty (20) days, depending upon the infraction and the age of the child.
 
 
 
Expulsion Policy:
 
A student shall  be expelled from school for the following infractions:
 
            Possession of a weapon (as defined by the TCDSB policy)
            Use of a weapon to cause, or to threaten bodily harm to another person
Physical assault on another person that causes bodily harm requiring treatment by a medical practitioner
Sexual assault
Trafficking in weapons, or in illegal drugs
Giving alcohol to a minor
 
MITIGATING CIRMUMSTANCES:  A student need not be expelled, or  suspended if:
 
            The student does not have the ability to control his/her behaviour
The student does not have the ability to understand the foreseeable consequence of his/her behaviour, or
The continuing presence in the school of the student does not create an unacceptable risk to the safety of any person
 
 
Expulsion Process:
When the principal believes that a student may have engaged in an activity for which the student shall or may be expelled, the principal shall:
           
            Immediately suspend the student
Promptly give written notice of the suspension to the student and/or parent/guardian of the student
Promptly deal with the matter or refer the matter to the Board
Where circumstances warrant, the principal shall complete a Violent Incident Form and insert it in the Ontario Student Record
Principals and vice-principals will conduct a principal’s inquiry within 48 hours when possible, after the occurrence of the infraction
 
 
Limited Expulsion: A student who is subject to a limited expulsion, may not attend the school from which he/she was expelled (for a period of 21 days, to one school year) until he/she satisfies the requirements for re-entry established by the Board.
 
Full Expulsion: A student who is subjected to a full expulsion may not attend any school in Ontario until he/she successfully completes an Ontario Government Strict Discipline Schooling Program.
 
Under the new rules, the police will be involved in many cases where the student is subject to a mandatory suspension or expulsion.
 
Police Protocol
The Board has revised its Local School/School Board Protocol which details a common approach for responding to school related occurrences as required by the new Safe School Act. The protocol between the Toronto coterminous Boards and the Toronto Police Services outlines procedures on how the police and school board personnel will interact to ensure that the students’ rights are protected and the victims are safe and treated justly.
 
Ontario Student Record (O.S.R.)
Each student who attends school in the province of Ontario has an established Ontario Student Record. This is a continuing record, which shall be used for the improvement of instruction for your child by the school personnel. If, at any time, you wish to review the content of this record, please contact the principal and make an appointment to do so.
 
Child Abuse
All professionals have a legislated duty to report suspected cases of child abuse. When there are reasonable grounds to suspect that a child may be suffering from physical harm, sexual, or emotional abuse, all professionals have a legislated duty to report to the Catholic Children’s Aid Society.
A change board policy now requires the completion a form indicating that children’s aid was contacted.  One copy remains on file at the school while one copy is sent to the chief social worker at the board.
 
 
Progressive Discipline
 
An effective progressive discipline plan is founded on the premise of a welcoming teacher with an engaging program meeting a student in the school.
 
A welcoming teacher:
 
·         is prepared and knowledgeable about students and curriculum
·         has effective classroom management strategies
·         feels connected and supported by the school
 
An engaging program reflects:
 
·         understanding of multiple intelligences and learning styles
·         differentiated instruction
·         multi-disciplinary approaches
 
 
 
What is Progressive Discipline?
 
An optimal learning environment requires good classroom management and the support provided by a school-wide progressive discipline plan. 
 
Discipline can be defined as supporting students to make the right decisions.  It refers to instruction, correction, self-control and orderly conduct. Consistent and logical consequences, rather than punitive measures are important in order for students to learn that they can control their own behaviour by making appropriate choices.
 
The interventions and consequences applied to instances of inappropriate behaviour must be made after consideration of a student’s history, age, level of remorse and any other mitigating factors that apply.  In a progressive discipline approach, consequences are designed to support the pro-social development and future behaviour of the person responsible for the action.
 
Consequences must have a positive effect on the student’s journey through reconciliation, either formally or informally with the school community and those affected by the person’s behaviour.  Interventions, therefore, should be selected in direct response to individual skill development needs.
 
The responsibility for a safe school and the education of appropriate social behaviour that is founded on Gospel values is everyone’s duty.
 
The chart above provides a series of possible consequences and steps in a progressive discipline policy at our school.  Parents are always our best support in dealing with ongoing or major difficulties.  Parents will be contacted to discuss ongoing issues or major discipline challenges.
 
Behaviour and Consequences – There are a number of different responses to minor discipline issues.  Each situation develops in a context with particular students. The school endeavours to deal with students in an equitable and fair manner.   The structure of the process of discipline, however, is progressive.
 
 
Example:  Student fails to listen to teacher in classroom (persistent opposition to authority)
 
Possible progressive responses:
 
  1. Discussion and counseling by the classroom teacher;
  2. Detention
  3. Telephone contact with parent(s)/guardian(s)
  4. Discussion with principal
  5. Parent/teacher/student conference
  6. Withdrawal of privileges
  7. In-school suspension
 
At any point in the process, students may be directed to staff/Board resources, (i.e., Educational Assistants, CYW’s, or school support staff).  Parents will be included in this process.
 
Major discipline issues (such as violent incidents or consistent bullying) may accelerate responses and interventions to more advanced level along the continuum.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

Safe Schools Program


The Toronto Catholic District School Board (the “TCDSB”), including staff, students, parents, and trustees is committed to the TCDSB’s mission of providing a safe and welcoming learning environment that supports academic excellence and is an example of Christian Community.  This mission is affirmed in TCDSB policies, including the Violence Prevention Policy.  Every member of this community - student, teacher, parent/guardian, support staff, trustee, parish priest, volunteers or others while on TCDSB property, at TCDSB sponsored events and circumstances that could have an impact on the school climate - is governed by the policies of the TCDSB and shares in the responsibility for creating a positive environment that is safe, harmonious, comfortable, inclusive and respectful.

 

 
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