the society for safe and caring schools and communities achsc conference red deer 2006 the society...

The Society for Safe and Caring Schools and Communities

ACHSC ConferenceRed Deer

2006

ACHSC ConferenceRed Deer

2006

The Society for Safe & Caring Schools & CommunitiesThe Society for Safe & Caring Schools & CommunitiesThe Society for Safe & Caring Schools & CommunitiesThe Society for Safe & Caring Schools & Communities


Promising Strategies Identified by

Research and Practice

Promising Strategies Identified by

Research and Practice


1) Collaborative, whole-school approach 1) Collaborative, whole-school approach Shared values are reflected in school policy Shared values are reflected in school policy

and practice.and practice.Common goals, common language and Common goals, common language and

consistency.consistency.Cooperative partnership between staff, Cooperative partnership between staff,

administration and parents.administration and parents.

(SACSC, 2005; Finley, 2004; Ma and Macmillan, 1999; Thurston et al., 1999)(SACSC, 2005; Finley, 2004; Ma and Macmillan, 1999; Thurston et al., 1999)

Shared values are reflected in school policy Shared values are reflected in school policy and practice.and practice.

Common goals, common language and Common goals, common language and consistency.consistency.

Cooperative partnership between staff, Cooperative partnership between staff, administration and parents.administration and parents.

(SACSC, 2005; Finley, 2004; Ma and Macmillan, 1999; Thurston et al., 1999)(SACSC, 2005; Finley, 2004; Ma and Macmillan, 1999; Thurston et al., 1999)


2) Curriculum Integration2) Curriculum Integration

Violence prevention programs cannot be conducted in Violence prevention programs cannot be conducted in isolation, but must be fully integrated into the student’s isolation, but must be fully integrated into the student’s program of study.program of study.

In order to be internalized, safe and caring values must be In order to be internalized, safe and caring values must be integrated within teaching practice and modeled by all integrated within teaching practice and modeled by all adults.adults.

Violence prevention and character education cannot be Violence prevention and character education cannot be taught through a “quick-fix” method. They must be a part taught through a “quick-fix” method. They must be a part of regular school life.of regular school life.

(ATA, 2003; Coghlan, 2000; Milson, 2000; Pepler and Craig, (ATA, 2003; Coghlan, 2000; Milson, 2000; Pepler and Craig, 2000) 2000)

Violence prevention programs cannot be conducted in Violence prevention programs cannot be conducted in isolation, but must be fully integrated into the student’s isolation, but must be fully integrated into the student’s program of study.program of study.

In order to be internalized, safe and caring values must be In order to be internalized, safe and caring values must be integrated within teaching practice and modeled by all integrated within teaching practice and modeled by all adults.adults.

Violence prevention and character education cannot be Violence prevention and character education cannot be taught through a “quick-fix” method. They must be a part taught through a “quick-fix” method. They must be a part of regular school life.of regular school life.

(ATA, 2003; Coghlan, 2000; Milson, 2000; Pepler and Craig, (ATA, 2003; Coghlan, 2000; Milson, 2000; Pepler and Craig, 2000) 2000)


3) Training3) Training

We expect teachers to be fostering respect, We expect teachers to be fostering respect, appreciation for diversity, conflict resolution, anger appreciation for diversity, conflict resolution, anger management and other skills and values without management and other skills and values without training them to do so. training them to do so. (Reetz and Jacobs, 1999)

Educators must not just rely on standard delivery of Educators must not just rely on standard delivery of knowledge that most classroom work is still based knowledge that most classroom work is still based on if they want students to learn and internalize on if they want students to learn and internalize positive character traits. positive character traits. (Anderson, 2000; Milson, 2000)(Anderson, 2000; Milson, 2000)

We expect teachers to be fostering respect, We expect teachers to be fostering respect, appreciation for diversity, conflict resolution, anger appreciation for diversity, conflict resolution, anger management and other skills and values without management and other skills and values without training them to do so. training them to do so. (Reetz and Jacobs, 1999)

Educators must not just rely on standard delivery of Educators must not just rely on standard delivery of knowledge that most classroom work is still based knowledge that most classroom work is still based on if they want students to learn and internalize on if they want students to learn and internalize positive character traits. positive character traits. (Anderson, 2000; Milson, 2000)(Anderson, 2000; Milson, 2000)


4) School Leadership4) School Leadership ““Education leadership is possibly the most important single determinant of Education leadership is possibly the most important single determinant of

an effective learning environment”. an effective learning environment”.

School climate is linked to teachers’ perceptions of the principal’s School climate is linked to teachers’ perceptions of the principal’s effectiveness.effectiveness.

(Kelley, Thornton and Daugherty, (Kelley, Thornton and Daugherty, 2005)2005)

Emotional intelligence was found to be a critical factor in the success of Emotional intelligence was found to be a critical factor in the success of administrators.administrators.

(Lyons, 2005)(Lyons, 2005) Strong leadership is critical for inspiration, conviction and trust.Strong leadership is critical for inspiration, conviction and trust.

(SACSC, (SACSC, 2005)2005)

““Education leadership is possibly the most important single determinant of Education leadership is possibly the most important single determinant of an effective learning environment”. an effective learning environment”.

School climate is linked to teachers’ perceptions of the principal’s School climate is linked to teachers’ perceptions of the principal’s effectiveness.effectiveness.

(Kelley, Thornton and Daugherty, (Kelley, Thornton and Daugherty, 2005)2005)

Emotional intelligence was found to be a critical factor in the success of Emotional intelligence was found to be a critical factor in the success of administrators.administrators.

(Lyons, 2005)(Lyons, 2005) Strong leadership is critical for inspiration, conviction and trust.Strong leadership is critical for inspiration, conviction and trust.

(SACSC, (SACSC, 2005)2005)


5) Cooperative Learning Strategies5) Cooperative Learning Strategies

Students improved social skills, self-confidence and Students improved social skills, self-confidence and acceptance of diversity.acceptance of diversity. (Petress, 2004)(Petress, 2004)

Students developed and maintained friendships Students developed and maintained friendships across racial, ethnic, social and economic lines. across racial, ethnic, social and economic lines.

(Coghlan, 2000)(Coghlan, 2000)

Student achievement improved. Student achievement improved. (Johnson, Johnson and Taylor, (Johnson, Johnson and Taylor,

1993)1993) Aboriginal students’ problem-solving and language Aboriginal students’ problem-solving and language

skills improved. skills improved. (Demmert, 2001)(Demmert, 2001)

Students improved social skills, self-confidence and Students improved social skills, self-confidence and acceptance of diversity.acceptance of diversity. (Petress, 2004)(Petress, 2004)

Students developed and maintained friendships Students developed and maintained friendships across racial, ethnic, social and economic lines. across racial, ethnic, social and economic lines.

(Coghlan, 2000)(Coghlan, 2000)

Student achievement improved. Student achievement improved. (Johnson, Johnson and Taylor, (Johnson, Johnson and Taylor,

1993)1993) Aboriginal students’ problem-solving and language Aboriginal students’ problem-solving and language

skills improved. skills improved. (Demmert, 2001)(Demmert, 2001)


6) Parental/ Community Involvement6) Parental/ Community Involvement Parental involvement in learning is thought to be the most important Parental involvement in learning is thought to be the most important

determiner of success for at-risk students, and for all students in determiner of success for at-risk students, and for all students in general.general.

(Kavanagh, 2003; Henderson and Mapp, 2002; Mills, 1994)(Kavanagh, 2003; Henderson and Mapp, 2002; Mills, 1994) Student achievement, attendance, attitudes and self-esteem all increase. Student achievement, attendance, attitudes and self-esteem all increase.

(Ballen and Moles, 2002; Epstein, 2002; Wehlburg Hickman, 2002; Statistics Canada, 1999).(Ballen and Moles, 2002; Epstein, 2002; Wehlburg Hickman, 2002; Statistics Canada, 1999).

Alcohol use, violence and anti-social behaviours decrease as parental Alcohol use, violence and anti-social behaviours decrease as parental involvement increases. involvement increases. (National PTA, 2000)(National PTA, 2000)

Interventions that involve a variety of settings including the home are Interventions that involve a variety of settings including the home are the most effective at decreasing anti-social behaviours in children.the most effective at decreasing anti-social behaviours in children.

(Scheckner et al., 2002)(Scheckner et al., 2002)

Parental involvement in learning is thought to be the most important Parental involvement in learning is thought to be the most important determiner of success for at-risk students, and for all students in determiner of success for at-risk students, and for all students in general.general.

(Kavanagh, 2003; Henderson and Mapp, 2002; Mills, 1994)(Kavanagh, 2003; Henderson and Mapp, 2002; Mills, 1994) Student achievement, attendance, attitudes and self-esteem all increase. Student achievement, attendance, attitudes and self-esteem all increase.

(Ballen and Moles, 2002; Epstein, 2002; Wehlburg Hickman, 2002; Statistics Canada, 1999).(Ballen and Moles, 2002; Epstein, 2002; Wehlburg Hickman, 2002; Statistics Canada, 1999).

Alcohol use, violence and anti-social behaviours decrease as parental Alcohol use, violence and anti-social behaviours decrease as parental involvement increases. involvement increases. (National PTA, 2000)(National PTA, 2000)

Interventions that involve a variety of settings including the home are Interventions that involve a variety of settings including the home are the most effective at decreasing anti-social behaviours in children.the most effective at decreasing anti-social behaviours in children.

(Scheckner et al., 2002)(Scheckner et al., 2002)


What does this mean for practice?

What does this mean for practice?


Involve all staff and community in decision-Involve all staff and community in decision-making, training and ongoing making, training and ongoing communication.communication.

Provide opportunities for feedback and idea Provide opportunities for feedback and idea sharing. sharing.

Be creative when starting a program (i.e.. Be creative when starting a program (i.e.. begin with student action or some student-begin with student action or some student-led activity so teachers can see benefits).led activity so teachers can see benefits).

Involve all staff and community in decision-Involve all staff and community in decision-making, training and ongoing making, training and ongoing communication.communication.

Provide opportunities for feedback and idea Provide opportunities for feedback and idea sharing. sharing.

Be creative when starting a program (i.e.. Be creative when starting a program (i.e.. begin with student action or some student-begin with student action or some student-led activity so teachers can see benefits).led activity so teachers can see benefits).

1) Achieve buy-in from staff, admin. & community.1) Achieve buy-in from staff, admin. & community.


2) Facilitate the collaborative process.2) Facilitate the collaborative process. Agree upon and communicate goals, policies and Agree upon and communicate goals, policies and

implementation process.implementation process. Create opportunities for staff input throughout.Create opportunities for staff input throughout. Ask teachers to select a lead teacher and provide .5 Ask teachers to select a lead teacher and provide .5

time or better yet, hire a time or better yet, hire a Safe & CaringSafe & Caring coordinator. coordinator. Staff meeting times to discuss activities & progressStaff meeting times to discuss activities & progress

• Implementation TeamsImplementation Teams• Involve support staffInvolve support staff• Encourage cross-grade collaborationEncourage cross-grade collaboration• Celebrate successCelebrate success

Agree upon and communicate goals, policies and Agree upon and communicate goals, policies and implementation process.implementation process.

Create opportunities for staff input throughout.Create opportunities for staff input throughout. Ask teachers to select a lead teacher and provide .5 Ask teachers to select a lead teacher and provide .5

time or better yet, hire a time or better yet, hire a Safe & CaringSafe & Caring coordinator. coordinator. Staff meeting times to discuss activities & progressStaff meeting times to discuss activities & progress

• Implementation TeamsImplementation Teams• Involve support staffInvolve support staff• Encourage cross-grade collaborationEncourage cross-grade collaboration• Celebrate successCelebrate success


3) Provide training and support.3) Provide training and support.

In service and PD for teachers and all support In service and PD for teachers and all support staff. staff.

Provide continuous training – not just first Provide continuous training – not just first year. year.

Allow for reflection or follow-up of new Allow for reflection or follow-up of new learning –through discussion, sharing learning –through discussion, sharing thoughts, providing feedback, planning thoughts, providing feedback, planning activity, etc.. activity, etc..

In service and PD for teachers and all support In service and PD for teachers and all support staff. staff.

Provide continuous training – not just first Provide continuous training – not just first year. year.

Allow for reflection or follow-up of new Allow for reflection or follow-up of new learning –through discussion, sharing learning –through discussion, sharing thoughts, providing feedback, planning thoughts, providing feedback, planning activity, etc.. activity, etc..


4) Develop leadership and cooperation.4) Develop leadership and cooperation.In-servicing and professional development.In-servicing and professional development.Meeting and sharing.Meeting and sharing.Have teachers select one or two lead Have teachers select one or two lead

teachers to provide program support. teachers to provide program support.

In-servicing and professional development.In-servicing and professional development.Meeting and sharing.Meeting and sharing.Have teachers select one or two lead Have teachers select one or two lead

teachers to provide program support. teachers to provide program support.


5) Involve parents and community.5) Involve parents and community.

Establish climate of trust.Establish climate of trust. Family-like atmosphere in classroom.Family-like atmosphere in classroom. Make parents comfortable being involved.Make parents comfortable being involved. Extend activities into the home.Extend activities into the home. Make contact to express positive feedback.Make contact to express positive feedback.

Assume that parents ARE interested. Assume that parents ARE interested. Discuss shared goals for the students.Discuss shared goals for the students.Create a parent “centre/space” at school.Create a parent “centre/space” at school.

Establish climate of trust.Establish climate of trust. Family-like atmosphere in classroom.Family-like atmosphere in classroom. Make parents comfortable being involved.Make parents comfortable being involved. Extend activities into the home.Extend activities into the home. Make contact to express positive feedback.Make contact to express positive feedback.

Assume that parents ARE interested. Assume that parents ARE interested. Discuss shared goals for the students.Discuss shared goals for the students.Create a parent “centre/space” at school.Create a parent “centre/space” at school.


6) Focus on prevention but have intervention strategies in place.6) Focus on prevention but have intervention strategies in place.

Social skills training. Social skills training. Developing empathy.Developing empathy.Teaching specific anger management skills to Teaching specific anger management skills to

help children learn to reduce their aggression help children learn to reduce their aggression independently.independently.

Relevant policy to guide staff in dealing with Relevant policy to guide staff in dealing with problems consistently. problems consistently.

Social skills training. Social skills training. Developing empathy.Developing empathy.Teaching specific anger management skills to Teaching specific anger management skills to

help children learn to reduce their aggression help children learn to reduce their aggression independently.independently.

Relevant policy to guide staff in dealing with Relevant policy to guide staff in dealing with problems consistently. problems consistently.


Thank you !Thank you !

For more information go to our For more information go to our websitewebsite

www.sacsc.cawww.sacsc.ca

Thank you !Thank you !

For more information go to our For more information go to our websitewebsite

www.sacsc.cawww.sacsc.ca

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