TFS - Canada's International School

Parents' Handbook 2019 – 2020 37 - ensure that their child attends school regularly and on time; - promptly report to the school their child's absence or late arrival; - be familiar with the TFS Code of Conduct and school rules; - encourage and assist their child in following the school's rules of behaviour; and, - assist school staff in dealing with disciplinary issues involving their child. Principals and Vice-Principals Under the direction of the Deputy Heads, Principals and Vice-Principals take a leadership role in the daily operation of the school, maintain order in the school, and are expected to hold everyone to a high standard of respectful and responsible behaviour. It is the responsibility of the Principals and Vice-Principals to: - model and promote the attributes of the TFS motto, values, mission and vision; - be an example of respect and civility for all members of the school community; - demonstrate care for the school community, and a commitment to academic ambition in a safe teaching and learning environment; - empower students to be positive leaders in their school and community; - review the Code of Conduct regularly with students and staff, parents and caregivers, volunteers and the community; - hold everyone under their authority accountable for their behaviour and actions; - establish and maintain consistent disciplinary practices in the school; and, - communicate regularly and meaningfully with all members of their school community. 6) PROGRESSIVE DISCIPLINE POLICY At TFS, a progressive discipline approach is used to build, support and maintain a positive school climate. This whole-school approach is based on using a continuum of interventions, supports and consequences to address inappropriate student behavior and to build upon strategies that promote positive behaviours and growth. These include learning opportunities for reinforcing positive behaviour and helping students to make good choices consistent with the TFS Code of Conduct. Progressive discipline is a process designed to create the expectation that the degree of discipline will be in proportion to the severity of the behaviour leading to the discipline, and that the previous disciplinary history of the student and all other relevant factors will be taken into account. Each branch will consider the age and developmental stage of its respective students. Progressive discipline must take into account the needs of individual students by showing sensitivity to diversity, to cultural needs, and to special education needs. Policy Statement TFS recognizes the following principles: a) The goal of the policy is to support a safe, inclusive and accepting learning and teaching environment in which every student can reach his or her full potential. b) All inappropriate student behaviour, including bullying, must be addressed. c) Responses to behaviours that are contrary to the TFS Code of Conduct must be developmentally appropriate. d) Progressive discipline is an approach that makes use of a continuum of prevention programs, interventions, supports and consequences, building upon strategies that build skills for healthy relationships and promote positive behaviours. e) The range of interventions, supports and consequences used by the school must be clear and developmentally appropriate, and must include learning opportunities for students in order to reinforce positive behaviours and help students make good choices. f) TFS, and school administrators, must consider mitigating and other factors.

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