rights respecting schools:
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Rights Respecting Schools:. Workshop Series. Workshop 5. Leadership for a Rights Respecting School. Five-Minute Reflection. INSTRUCTIONS Jot your responses on your handout. For successful leadership of a Rights Respecting School…. - PowerPoint PPT PresentationTRANSCRIPT
Rights Respecting Schools:Workshop Series
Workshop 5
Leadership for a Rights Respecting School
Five-Minute Reflection
INSTRUCTIONS
Jot your responses on your handout.
For successful leadership of a Rights Respecting School…
Who needs to be on board? (on the basket)
What will really make it fly (or grow)?
(above the balloon)
What do the people on board need to get it
off the ground? (on the balloon)
What is holding it back? (on the ropes)
Leadership for a Rights Respecting School
AGENDA
• Activity 1: Introduction and Five-Minute Reflection
• Activity 2: Mediating Conflict Between Rights in Schools
• Activity 3: Children’s Rights-Friendly School Policies
• Activity 4: Good Practices for Building Leadership at a Rights Respecting School
Leadership at a Rights Respecting School
What does leadership at a Rights Respecting School look like?
Leadership for a Rights Respecting School
Administrators are committed to promoting respect for children’s rights. Children’s rights are used as a lens for policies, program choices, program implementation, and other decision-making.
Leadership
Leadership Benchmarks
Benchmark 18
The school has a mission statement, charter and code ofconduct that reflect the principles of the Convention.
Leadership Benchmarks
Benchmark 19
The school reviews its policies and procedures, and ensures that they reflect the principles and rights articulate in the Convention.
Leadership Benchmarks
Benchmark 20
Conflicts between students, and between students and adults, areresolved with rights-consistentdecisions and policies.
Leadership Benchmarks
Benchmark 21
School staff are recruited and inducted to be able to support and advance progress as a rights respecting school.
Leadership Benchmarks
Benchmark 22
School community stakeholders have opportunities to improve their knowledge and understanding of the Convention, its relevance to the school, and its relation to local, national and global issues.
Leadership Benchmarks
Benchmark 23
The school takes active and regular measures to assess its progress as a rights respecting school.
Leadership for a Rights Respecting School
For successful leadership of a Rights Respecting School…
Who needs to be on board? (on the basket)
What will really make it fly (or grow)?
(above the balloon)
What do the people on board need to get it
off the ground? (on the balloon)
What is holding it back? (on the ropes)
Leadership for a Rights Respecting School
For successful leadership of a Rights Respecting School…
Who needs to be on board? (on the basket)
What will really make it fly (or grow)?
(above the balloon)
What do the people on board need to get it
off the ground? (on the balloon)
What is holding it back? (on the ropes)
What might blow it offcourse? (on the side)
Leadership for a Rights Respecting School
The ultimate goal of leadership for a Rights
Respecting School is to protect and uphold
children’s rights for all children.
Best Interests of the Child
Article 3 of the United Nations Convention on the Rights of the Child states:
“In all actions concerning children, whether undertaken by public or private social welfare
institutions, courts of law, administrative authorities or legislative bodies, the best interests of the
child shall be a primary consideration.”
Best Interests of the Child
In the Best Interests of the Child Not in the Best Interests of the Child
Best Interests of the Child
In the Best Interests of the Child Not in the Best Interests of the Child
To receive an education (Article 28)
To have family relations (Article 8)
To know and be cared for by parents (Article 7)
To be heard in matters concerning her/him (Article 12)
To play and to rest (Article 31)
To be exposed to any form of violence (Article 19)
To be wrongly separated from parents/family (Article 9)
To perform any work that is hazardous or harmful (Article 32)
To be exploited or abused (Articles 33-36)
Tensions Between Rights
Groups Example ConflictInterests of one child and interests of peers
Schools and school board
Teachers’ union and school boards
Minority groups and the school, board or ministry
Tensions Between Rights
Group Example ConflictInterests of one child and interests of peers
A student identified as a ‘bully’ could be expelled (losing his/her right to education) while his/her peers continue to be at risk (losing protection from harm)
Schools and school board Schools allocate resources on a per capita basis and certain schools have higher needs
Teachers’ union and school boards
Teachers go on strike for better teaching resources to improve students’ quality of education, but while on strike, student lose their right to education
Minority groups and the school, board or ministry
Zero-tolerance school safety policies implemented by school boards, which arguably discriminate against disenfranchised youth
Views of the Child
Article 12 of the Convention says that:
“States Parties shall assure to the child who is capable of forming his or her own views the
right to express those views freely in all matters affecting them, the views of the child being
given due weight in accordance with the age and maturity of the child.”
Views of the Child
• Children 16 years and older, are normally assumed to be sufficiently mature to make decisions.
• Children between 14 and 16 years are presumed to be mature enough to make a major contribution.
• Children between nine and 14 years can meaningfully participate in the decision-making procedure, but their maturity must be carefully assessed on an individual basis. Younger children may require assistance.
• Children younger than nine years have the right to give their opinion and be heard.
Scenario
• Read the scenario with your group
• Determine one or two possible resolutions by considering the best interests and the views of the child.
Restorative Conflict Resolution
What is Restorative Practice?• Practices that enable people to restore and rebuild
relationships after conflict, disagreement and harm
• Whereby persons of authority (in schools – staff, teachers, parent volunteers) do things with students rather than to or for them
• Allows students to meaningfully participate in decision-making processes that affect them – exercising Article 12
Restorative Practices in Schools
Restorative practices can take the form of By In response to
Restorative EnquiryThe starting point for restorative practices
Peer mentors,Teachers
Minor student worries,Classroom disruptions
Restorative DiscussionUsed in challenging situations
All members of the classroom community
Disruption,Inter-personal conflict,Challenging situations
MediationUsed when both parties believe the other is the problem
Peer mediators,Teachers
Student conflict,Staff–student conflict
Circles or ForumsUseful for solving problems that involve a group of people
Members of classroom community,Class groups
Class issues/harm within class,Problems affecting students
Five Questions to Rebuild Relationships
Restorative practices are centred on five questions:
• What happened?
• What were you thinking at the time?
• Who was affected and how were their rights impacted?
• What can you do to help those who were affected?
• How can everyone better respect the rights of others in the future?
Forum Circle
The Forum: Conflict Resolution in a Circle
creducation.org/cre/homebase/content_video/2397/
How Restorative is Your School?
Read over the handout as a group. Then discuss:
• Which practices on the continuum do you feel are most representative of the general approach to conflict at your school?
• What about your own practice? Which approaches do you use often?
• What would you change about your own practice? About the approach to conflict your school advocates?
Children’s Rights-Friendly School Policies
Best interest of the Child
Views of the Child
Access to information
Transparency and participation
Prioritize empowerment
Positive effects maximized
Negative effects minimized
TOPIC 1
Children’s Rights Compliance Test
Instructions
1. Determine which of articles are impacted by the school policy.
2. Discuss the questions on theChildren’s Rights ComplianceTest and take notes in the spaces provided.
RRS Action Plan: Our Roadmap
What is being done?What do we need to do next?
CRT completes RRS Action Plan
Our school has a roadmap for our future
Good Practices for Teaching and Learning through a Rights Lens
Work together asa group to determine which strategies wouldwork best to meet your assigned benchmark.
Create this 3-columned chart
Strategy Resources TimelineActivities the school will
undertake.People resource, budget and
materials needed to undertake activities.
Timing of year, duration of time needed to accomplish the
activities.
Take Away Resource – For Staff / Students
Restorative Conflict Resolution
Describes restorative practices for democratic conflict resolutionprocesses for use in schools
and classrooms.
Available for download onDropbox – ‘Tools for RRS Schools’
Take Away Resource – For Staff / Parents
How to Talk So Kids Will Listen & Listen So Kids Will Talk
Siblings Without Rivalry
How to Talk So Kids Can Learn
By Adele Faber & Elaine Mazlish
Improve relationships athome and at school
Congratulations!
Congratulations on completing the Rights Respecting School Workshop Series!
Congratulations!
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