Educational Environment of Safety, Acceptance, Respect

Policy Statement

SelfDesign Learning Foundation (SDLF) is committed to a learning and working environment that is safe, respectful, and accepting, promoting and striving to provide inclusivity, equity, diversity, and belonging within our educational programmatic offerings as well as administrative, contractual, and relational domains of the SelfDesign Learning Community.

Definitions

None

Policy

SelfDesign Learning Foundation will activity work to create and promote environments that support non-violence, safety, acceptance, respect, inclusivity, equity, diversity, and belonging, with regard to race, religion, colour, national origin, culture, ancestry, neurodiversity, medical condition, abilities, marital status, age, sexual orientation, sex, gender identify, or any area where discrimination, prejudice, or intolerance can occur. SelfDesign Learning Foundation strives to become aware and commits to the elimination of all forms of systemic oppression, including racism, sexism, ableism, and other forms of discrimination and prejudice by its board members, contractors, learners, parents, or any persons directly or indirectly associated with the SelfDesign Learning Community.

Protocol

SelfDesign Learning Community promotes an environment of safety, acceptance, and respect by:

• Creating an educational program, based on SelfDesign philosophy and values, which welcomes diversity in the following ways:
  • Educational equity through the provision of quality programs for all learners regardless of their race, colour, ancestry, national or ethno-cultural origin, religion, or socioeconomic status.
  • Diverse voices and perspectives included in content, programming, and resources.
  • Universal Design for Learning (UDL) is utilized in the development and implementation of programmatic offerings.

• Weekly contact between families and educators, where:
  • The learner and family are acknowledged as legitimate in their unique expression of their learning.
  • Core competencies are incorporated ongoingly to promote connected, respectful communications.

• Mutual selection of learner/educator relationships wherein the intrinsic dignity of each person is valued and respected.

• Implementation of criteria for vetting learning resources amongst educators and administrative teams; identify, select, and utilize resources which:
  • Provide a diversity of perspectives, identity considerations, cultural practices, and belief systems
  • Incorporate First Peoples’ Principles of Learning
  • Promote reconciliation, allyship, diversity and anti-racism

• In-person gatherings are created and facilitated by SelfDesign Learning Community educators, certified B.C. teachers, and personnel who all have up-to-date Criminal Records Checks and first aid in place.

• Educators and volunteers acquire the necessary knowledge, skills, and attitudes to identify and respond effectively to oppression in any form:
  • ERASE bullying training has been completed by appropriate educators, including the school principal; ERASE training is available to all educators.
  • Educators have access to online training, theme-based conversations, and support materials which foster the development of SelfDesign principles and praxis in the areas of self-reflection, respect, inclusivity, nonviolent communication, conflict resolution, and anti-bullying efforts.
  • Educators are provided with updates to policies as well as information and guidelines from authorities such as the Ministry of Education and Child Care, Teacher Regulation Branch, Federation of Independent Schools (FISA), ERASE and other pertinent newsletters and announcements pertinent to the role of the SelfDesign educator.
  • Educators are certified B.C. teachers and are held to B.C. teacher standards.
  • Postings for new contractors encourage applications from members of groups with historical and/or current barriers to equity.

• Clear program agreements which form the basis of mutual understanding and respect for roles within the educational program.

• Supporting policies with:
  • Clear protocol for identifying, reporting, and resolving incidents or racism, oppression, abuse, bullying, and/or harassment.
  • Support networks such as the Contact Assistance Team (CAT), Family Services, Support Education Services, Educator Services, etc.
  • Restorative model or conflict resolution.

• Community-wide communications (i.e., bulletins, Org Updates, newsletters) that communicate the foundational ideas and strategies of the SelfDesign Learning Community as a school authority.

Related Documents

• Acceptable Use Policy
• Appeals and Fairness Policy
• Dispute Resolution Policy
• Electronic Communication and Supervision Policy
  • Harassment, Bullying, and Abuse Prevention Policy
• Non-Discrimination Policy
• Privacy Policy