– Closing Points J –

Policy/Program Memorandum 128
The Provincial Code of Conduct and School Board Codes of Conduct

J.1 The province code of conduct for school board employees will now be examined, along with how it applies to the applicant’s circumstances.

J.2 Purposes of the code

Subsection 301(1) of Part XIII of the Education Act states that “the Minister may establish a code of conduct governing the behavior of all persons in schools”. Subsection 301(2) sets out the purposes of this provincial code of conduct, as follows:

  1. to ensure that all members of the school community, especially people in positions of authority, are treated with respect and dignity.
  2. to promote responsible citizenship by encouraging appropriate participation in the civic life of the school community.*
  3. to maintain an environment where conflict and difference can be addressed in a manner characterized by respect and civility.
  4. to encourage the use of non-violent means to resolve conflict.
  5. to promote the safety of people in the schools.
  6. to discourage the use of alcohol, illegal drugs and, except by a medical cannabis user.
  7. to prevent bullying in schools.
  • The term used by educators, the term school community typically refers to the various individuals, groups, businesses, and institutions that are invested in the welfare and vitality of a public school and its community.

A – The DSBN and their co-defendants have always behaved as if these requirements don’t exist. The applicant and his family were never treated with any form of respect by any of the DSBN and their co-defendants. Why? Why? Because the DSBN attempted to block, deny and bury the parents concerns about what was happening to their son, while the DSBN hoped that it would ultimately go away with time. The applicant and his parents were always viewed as a source of problems by the DSBN.

B – When you marginalize a Black 12-year-old child/student who was told “You are worthless” and “You should kill yourself.” Is that what the DSBN states as “encouraging appropriate participation in the civic life of the school community”?

J.3 So when the DSBN, Warren Hoshizaki, Christopher McInnis, Mary Anne Gage and Jacqueline Ravazzolo marginalized a 12-year-old Black child/student situation after being told to commit suicide because he was worthless. Does this meet the DSBN’s definition of “encouraging appropriate participation in the civic life of the school community?”

J.4 Or is it when a 12-year-old Black child/student parents report concerns about the racist actions of a DSBN employees who, instead of enforcing progressive discipline allow multiple Caucasian bullies to walk free, awhile they illegally and unlawfully suspend the victim in retaliation for raising concerns about their own racist behavior?

J.5 And by allowing every Caucasian bullies to walk away without any progressive discipline, it is clear that you have no intentions of maintaining an environment where conflict and difference can be addressed in a manner characterized by respect and civility… to encourage the use of non-violent means to resolve conflict as – No Consequences Equals Repeated Behavior!

J.6 Standards of behavior – Respect, Civility, and Responsible Citizenship

Furthermore, it is evident that with regards to the applicant and his family. The DSBN and its co-defendants DID NOT put into practice or promote;

  • respect and comply with all applicable federal, provincial, and municipal laws
  • demonstrate honesty and integrity
  • respect differences in people, their ideas, and their opinions
  • treat one another with dignity and respect at all times, and especially when there is disagreement
  • respect and treat others fairly, regardless of race, ancestry, place of origin, color, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status, or disability
  • respect the rights of others
  • show proper care and regard for school property and the property of others
  • take appropriate measures to help those in need
  • seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully
  • respect all members of the school community, especially persons in positions of authority
  • respect the need of others to work in an environment that is conducive to learning and teaching, including by ensuring that personal mobile devices are only used during instructional time for the educational and other permitted purposes outlined of this memorandum
  • not swear at a teacher or at another person in a position of authority

In later discussions, these sections will be examined in light of the co-defendants.

J.7 Safety

All members of the school community must NOT:

  • engage in bullying behaviors, including cyberbullying;
  • commit sexual assault
  • traffic in weapons or illegal drugs
  • give alcohol or cannabis to a minor
  • commit robbery
  • be in possession of any weapon, including firearms
  • use any object to threaten or intimidate another person
  • cause injury to any person with an object
  • be in possession of, or be under the influence of alcohol, cannabis (unless the individual has been authorized to use cannabis for medical purposes), and illegal drugs
  • provide others with alcohol, illegal drugs, or cannabis (unless the recipient is an individual who has been authorized to use cannabis for medical purposes)
  • inflict or encourage others to inflict bodily harm on another person
  • engage in hate propaganda and other forms of behavior motivated by hate or bias
  • commit an act of vandalism that causes extensive damage to school property or to property located on the premises of the school.

J.8 Principals

Under the direction of their school boards, principals take a leadership role in the daily operation of a school. They provide this leadership by:

  • demonstrating care for the school community and a commitment to student achievement and well-being in a safe, inclusive, and accepting learning environment
  • holding everyone under their authority accountable for their own behavior and actions
  • empowering students to be positive leaders in their school and community
  • communicating regularly and meaningfully with all members of their school community

J.9 Teachers and other school staff

Under the leadership of their principals, teachers and other school staff maintain a positive learning environment and are expected to hold everyone to the highest standard of respectful and responsible behavior. As role models, teachers and other school staff uphold these high standards when they:

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