The purpose of our School Code of Conduct is to create an environment where students feel safe, respected and have as strong sense of belonging within a bilingual school setting.

Expectations for student behavior at school, during school organized or sponsored activities, and behavior beyond these times (including online behavior) are clearly communicated to students by teachers and Administrators.

École Pauline Johnson promotes the values expressed in British Columbia’s Code of Human Rights, prohibiting discrimination based on race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, sexual orientation, gender identity or expression, and age in respect of discriminatory publication and discrimination in accommodation, service, and facility in the school environment.

Students will not be involved in bullying, cyberbullying, harassment, intimidation, threatening or violent behaviours while at school, at a school-related activity or in other circumstances where engaging in the activity will have an impact on the school environment.  Please note that special considerations may apply to specific students if they are unable to comply with a Code of Conduct expectation due to having an identified disability of an intellectual, physical, sensory, emotional or behavioural nature.

Code of Conduct (English)

Code of Conduct (French)

Code of Conduct Policy Document


Be Polite

  • Say hello
  • Use a polite tone
  • Look and listen
  • Hold door for someone
  • Use an indoor voice
  • Wait your turn
  • Be on time

Be Kind

  • Be sensitive toward others’ feelings
  • Share
  • Include others
  • Respect others’ things

Be Safe

  • Walk in hallways and stairways
  • Leave rocks, snowballs and branches where they are
  • Dress appropriately

Be Great

  • Speak French
  • Always try your best
  • Tell the truth
  • Challenge yourself to go beyond your comfort zone
  • Be organized
  • Be prepared

Take care of each other and the environment

  • Help others in need
  • Put your garbage in the garbage can
  • Recycle whenever you can

Rising Expectations

As students become older and more mature, there is a progression in the expectations related to appropriate behavior.

Response Plan/Intervention Strategies

Our practice at École Pauline Johnson is to inform our parents and students about our philosophy regarding student discipline, our expectations of behavior, and the process of intervention we follow.

Our response plan includes restorative intervention strategies for students who have acted in an inappropriate manner towards another. The school believes in a restorative approach that brings students together to talk about the situation and to find a resolution.  Our restorative justice approach has been designed based on the belief that all students have control over and responsibility for their own behaviour and that consequences are a part of the learning process.  At times students make inappropriate choices that diminish, rather than enhance, the positive school or classroom environment.  The following plan has been made to allow students the opportunity to make choices to self-correct and learn from their errors in judgment.  The plan is incremental and is intended to move students along a continuum of consequences, while educating them about each increment at the same time.  The goal of this plan is to restore students to the routines and environment of the classroom and school settings as quickly as possible.  If the needs of the child and/or the school indicate a necessity to vary from this plan other responses may occur.

Level I – Classroom Plan

  1. If an infraction occurs, the students will be given feedback on the behavior and given the opportunity to self-correct, with one reminder.
  2. If the student chooses not to self-correct and has to be re-addressed based on the same behavior, one of the following intervention strategies may be used:
  • in class time out*
  • loss of privileges
  • time after school
  • informal interview with the teacher
  • parent involvement (e.g. telephone call home, conference)
  • withdrawal from classroom*

Level II – School Plan

  1. If classroom intervention strategies are unsuccessful, the student will move from the classroom plan to the school plan.
  2. If the student is moved from the classroom to an alternative learning environment, he/she will be asked to reflect on the incident, or series of incidents, both in writing and verbally, under supervision of either the teacher, the principal or other school or District personnel. Parents/guardians may be notified.
  3. Following an independent time for reflection, the student will debrief the situation with a staff member. The debriefing will follow the format of negotiating an agreement by:
  • Focusing on the impact of the behavior or action on others.
  • Showing concern for children who are bullied and the children who are bullying.
  • Providing support and accountability to all children involved.
  • Working towards making things as right as possible, rather than simply punishing the “offender”.
  • Supporting the “offender” while encouraging him/her to understand, accept and carry out responsibility for their actions and build back trust.
  • Encouraging collaboration and reintegration rather than coercion and isolation.

Level III

If Level I and Level II plans are unsuccessful, a one to three day in-school suspension may follow the third debriefing. Duration of the in-school suspension will be determined by the principal or designate. Parents will be notified and parent input may be sought.  The range of consequences outlined in Levels I, II and III may include the development of a written contract. The goal of the contract will be to help the student make better choices to improve his or her behaviors.

Level IV

There may, from time to time, be certain situations involving dangerous or long-term disruptive behaviors, which will require an out of school suspension. Should this occur there would be a meeting with the parent to develop a plan for re-entry and for addressing the problem behavior. This action will occur at the discretion of the principal or designate, and will follow the procedures outlined in the School Act.  Note:  Specific student behaviours may result in this level of action immediately, without progression through Levels I-III.  This will be an administrative decision and parents will be involved.

*Timeout

Timeout may appear similar to suspension but it is intended for a different purpose.  Suspension is a consequence earned for inappropriate behavior at Level III (above).  Timeout is preventative. It can be suggested by either the teacher or the student, if the student is unable to focus or to participate appropriately. The duration for the timeout will generally be determined with the student. At times, children are unable to cope with the demands of the classroom and need quiet and privacy in order to get focused or to regain their composure. Support will be provided for students in timeout as resources permit.

Notification

In extreme cases the principal will advise other appropriate personnel and agencies, other than only parents and staff.  This includes: School District Personnel (counselor, Threat Assessment Team), Police, and the Department of Child and Family.

Retaliation Prevention

École Pauline Johnson will take all reasonable steps to prevent retaliation against a student who has made a complaint of a breach of this Code of Conduct.  We encourage bystanders to report unsafe behavior confidentially to figures of authority to safeguard against retaliation.