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Code of Conduct

2024/2025

The vision of Pender Island Elementary Secondary School (PIESS) is to encourage learners to develop a love of learning and their full potential as confident, compassionate, and responsible citizens.

STATEMENT OF PURPOSE

At PIESS, we work collaboratively with students, staff, parents and community to provide a safe, caring and orderly school where strengths are honoured and learning is engaging. PIESS students will acquire and demonstrate academic, social, and behavioral skills that will enable them to act as positive, contributing citizens in our ever-changing world. 

Introduction

This document reflects PIESS’s commitment to providing educational opportunities in a safe, kind and respectful environment that encourages academic excellence.

Communication

We believe that the Code of Conduct (and its implementation) is one of the cornerstones of a school-wide program developing social responsibility in students. The Code of Conduct will be clearly communicated to students, staff and the parent community in the following ways:

  • Staff will use class time and school-wide assemblies to discuss and implement the behavioural expectations outlined in the school’s Code of Conduct. 
  • The modeling of socially responsible behaviour is expected of all adults in the school, both employees and volunteers. 
  • In addition to student review, The Code of Conduct will be posted on the school website.
  • Paper copies of the document for various grade levels will be sent home in September to be signed each year.

Implementation

The Code of Conduct shall apply to all students while at school, at school-related activities or in other circumstances where engaging in an activity will have an impact on the school environment.

Monitoring and Review

The Code of Conduct shall apply to all students while at school, at school-related activities or in other circumstances where engaging in an activity will have an impact on the school environment.

Alignment

The PIESS Code of Conduct is aligned with District policies, administrative procedures and the BC Human Rights Code. As per Section 8 of the Human Rights Code of British Columbia, students shall not discriminate against others on the basis of race, religion, colour, ancestry, place of origin, marital status, family status, age, sex, sexual orientation, gender identity or expression, or physical or mental disability. Furthermore, as per Section 7 of the Human Rights Code of British Columbia, no student shall publish or display anything that would indicate an intention to discriminate against another or expose them to contempt or ridicule on the aforementioned bases.

EXPECTATIONS FOR BEHAVIOR

Acceptable Conduct

The three main tenets of Pender Islands School are:

Be Safe – Learn and follow the school rules.

Some examples include:

  • Move safely through the halls
  • Respect personal space, ask before touching or hugging
  • Report dangerous situations to staff

Be Kind – Have a positive effect and influence on the people and the environment.

Some examples include:

  • Make encouraging, positive comments
  • Act kindly and have a positive effect
  • Offer help to people in need
  • Work to resolve challenges as immediately as possible

Be Respectful – Respect Yourself, Others, and the Environment

Respect Yourself – Be kind to yourself, and challenge yourself.
Some examples include:

  • Aim for your personal best
  • Nurture a growth mindset (No put-downs)
  • Be on time, organized and ready to engage

Respect Others – Be considerate of others’ personal feelings and properties.
Some examples include:

  • Be polite and wait your turn 
  • Use whole-body listening
  • Be accountable to your classmates – be on time and participate
  • Respect other’s property

Respect the Environment – Be a steward of the classroom, school, school grounds, island, and environment beyond.  
Some examples include:

  • Clean up after yourself
  • Reuse, recycle, compost or use the garbage
  • Take good care of materials and limit your use of resources 
  • Do your part – participate in leadership
  • Be a caretaker 

Unacceptable Conduct 

Unacceptable behaviour can consist of, but is not limited to:

Behaviour that:

  • interferes with the learning of self or others
  • involves fighting (or play fighting)
  • is aggressive toward others (verbal or physical)

Acts of:

  •  bullying, cyber-bullying, or harassing others
  • inappropriate, racist or abusive language 
  • excluding others
  • lack of respect for others, teasing
  • throwing objects (rocks, stick, snowballs, etc.)
  • intentional littering
  • disregard for others’ personal space
  • discrimination in any form based on race, gender, physical and intellectual disability, religious beliefs, sexual orientation, ancestry or national origin 
  • retribution against a person who has reported incidents
  • unauthorized leaving of the school grounds

Illegal acts, such as:

  • possession, use or distribution of illegal or restricted substances,
  • possession or use of weapons,
  • theft or damage to property.

Rising Expectations 

The Code of Conduct recognizes that as children grow and mature, they are more able to make appropriate decisions and to be responsible for their actions. As students progress through school, they are expected to increase their personal responsibility and self-management. The following graphic shows the expectations at the beginning and end points of this continuum.   

Consequences

At Pender Islands Elementary Secondary School, consequences will be applied in a fair and consistent manner, respecting individual rights, responsibilities, age and maturity. Wherever possible, disciplinary action is preventative and restorative rather than punitive. Consequences will allow the student to make amends for their actions. Consequences are consistent, fair, and meaningful, which help students learn to make better choices for themselves in the future. Special considerations may apply to students with special needs if these students are unable to comply with the Code of Conduct due to having an intellectual, physical, sensory, emotional or behavioral disability. 

Restorative Practices focus on creating conditions for students to learn self-discipline, fix mistakes and return to the group/class/school strengthened. At PIESS, we emphasize the importance of positive relationships in building community and speak to the obligation we all have to each other to move toward wholeness, restoration and belongingness. 

Participating in a meaningful consequence may include: 

  •  a review of expectations and quiet, think time
  • a ‘do over’ opportunity
  • group or classroom circles to restore equity, balance and respect 
  • an act of service to make a positive contribution to the class, school or community 
  • school/community support to learn and practise problem solving or conflict resolution strategies 
  • reflective/think process that includes the opportunity to create a plan to restore the harm done 
  • meeting with the parents

USE OF PERSONAL DIGITAL DEVICES

PIESS is committed to developing and expecting a high level of digital citizenship from all students. In an effort to promote online safety and focused learning environments, the use of personal digital devices at school is restricted, including during hours of instruction. The use of personal digital devices is not permitted for K-7 students, except in special circumstances for accessibility and accommodation needs, medical and health needs or equity to support learning outcomes. (See ) 

Grades 8 and 9 may have access to personal devices outside of instructional time (eg. Lunch and in the evenings). This access must align with the school district’s electronic device policy and the other aspects of this code of conduct. Failure to comply with the appropriate use of personal devices outside of instructional time may result in the loss of this privilege.

NOTIFICATION 

As circumstances warrant, the school will advise as follows:

  • Parents/guardians of students involved  
  • School staff members where appropriate 
  • School District officials, as required by school district policy 
  • RCMP and other agencies, as required by school district policy and/or by law 
  • All parents, staff, and students, when deemed to be important to reassure all members of the school community that school officials are aware of a serious situation or incident and are taking appropriate action to address it 

Concerns

In the event of unacceptable conduct, the following sequence of events will generally occur:

  1. The teacher will address the concern with the student.
  2. The teacher informs the parent/caregiver when behaviour concerns become frequent or escalates. 
  3. Incidents occurring on the playground will be reported to the classroom teacher.
  4. More serious incidents of misconduct are referred to the Principal.

If parents, caregivers, or students have any concerns, they are encouraged to contact the classroom teacher directly, or the principal, as soon as possible. 

Confidentiality

All student complaints about another student or adult will be treated with confidentiality. 

Retaliation Prevention

No student, school employee, parent or volunteer may engage in reprisal or retaliation against a victim, witness, or other person who brings forward information about an act of harassment, intimidation, bullying, prejudice or discrimination. Reprisal or retaliation is prohibited and will result, where appropriate, in discipline and/or in the filing of a complaint with other appropriate authorities. 


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