​Module 1, Part I: Fostering Safe, Inclusive and Accepting Catholic Schools: Overview of Amendments to the Education Act

Mod 1 Part I.png​This module is intended for Catholic school district employees as an overview to provisions of the Education Act  that pertain to safe, inclusive and accepting schools as amended by the Accepting Schools Act (Bill 13, 2012) and to consider next steps for moving forward. Notes have been created to support you as you explain and lead discussions about these provisions of the Act and related policies, guidelines and practices. It is important to be familiar with the requirements in advance of your session presentation.

Module 1, Part II: Fostering Safe, Inclusive and Accepting Catholic Schools: Developing an Equity Lens

Mod 2 Part I.pngPart II of Module 1 is intended for school board employees with a focus on understanding key concepts related to equity and inclusive education and how educators and leaders, as members of their school communities, can assist in supporting safe, inclusive and accepting schools for all students.

​Module 2, Part I: Roles and Responsibilities: Promoting Positive Student Behaviour: Catholic School and System Leaders

Mod 2 Part II.png​This module is intended for catholic school and system leaders. It focuses primarily on the school leader's roles and responsibilities in preventing and addressing inappropriate student behaviour, such as bullying and cyber-bullying, and promoting positive student behaviours to support a safe, inclusive and accepting school environment. It is beneficial for system leaders to make the connection with how boards are supporting school leaders in their role and to consider the system-level supports required for preventing and addressing inappropriate student behaviour, and promoting positive behaviour. The module focuses on the progressive discipline approach and makes linkages to a bias-free approach to progressive discipline.

Module 2, Part II: Roles and Responsibilities: Promoting Positive Student Behaviour:  Catholic Teachers, Occasional Teachers, and Student Support Staff

Mod 2 Part II.pngThis module is intended for teachers, occasional teachers and student support staff. It focuses on their roles and responsibilities in preventing and addressing inappropriate student behaviour, such as bullying and cyber-bullying, and promoting positive student behaviours to support a safe, inclusive and accepting school environment.  With the passing of The Accepting Schools Act (Bill 13) on June 15, 2012, amendments were made to the Education Act. The amendments strengthen the requirements for school boards to take preventative measures against bullying, the requirements related to suspensions and possible expulsion for inappropriate behaviour such as bullying, and the requirements to provide support for all students who have been involved.

Module 2, Part III: Roles and Responsibilities: Promoting Positive Student Behaviour: Early Childhood Educators, Office Staff, Lunch Staff, Bus Drivers, Custodians, Other Non-Classroom Staff and Service Providers

​​Mod 2 Part III.pngThis module is intended for early childhood educators, office staff, lunch staff, bus drivers, custodians, other non-classroom staff and service providers. It focuses on their roles and responsibilities in preventing and addressing inappropriate student behaviour, such as bullying and cyber-bullying, and promoting positive student behaviours to support a safe, inclusive and accepting school environment.

Module 3: Fostering Positive Catholic School Climates

Mod 3.pngThis module consists of one slide presentation. There are opportunities for discussion and collaboration built into the presentation. Some of the handouts provide information in keeping with the theme of the module. Others are planning templates. This module is intended for school board employees to focus on considering the elements of a positive school climate for all students, including those students who identify as LGBT, strategies for fostering a positive school climate, and how they as educators and leaders can contribute in all aspects of sc​​​​​hool life.

Module 4, Part I: Creating a Culture of Belonging: LGBT Perspectives: Building Understanding and Developing System-Level Strategies

Mod 4 Part I.pngThis portion of Module 4 is intended for school board employees to focus on key concepts, recent research and system-level strategies to foster safe, inclusive and accepting schools for students who identify as LGBT and for all members of the school community. The module includes key terms and concepts, as well as statistics from various sources to illustrate the impact of bullying, harassment and discrimination at school. It provides participants with information about what is being done, and ideas about what more can be done at a system level to foster safe, inclusive and accepting schools for all students. Part II of the module is intended for school board employees to take a closer look at school, system and individual level strategies.

Module 4, Part II: Creating a Culture of Belonging: LGBT Perspectives: Developing School, Classroom and Individual Strategies

Mod 4 Part II.pngThis portion of Module 4 is intended for school board employees to focus on strategies and actions at the school, classroom and individual levels to foster safe, inclusive and welcoming schools for students who identify as LGBT and for all members of the school community.  This portion of Module 4 will look at a whole school approach to creating safe space and building positive, inclusive, Christ-centered school climates that reflect a Eucharistic sensibility (see Catholic context in Module 4, Part I).

Module 5 – Student Voice and Engagement

Mod 5.png​This module is designed for school board employees to focus on engaging students as part of a whole school approach to fostering safe, inclusive and welcoming schools.

Module 6: Parent and Community Engagement, A Whole School Approach

Mod 6.png​This module is designed for Catholic school district employees to focus on engaging parents/guardians, parent councils, parent volunteers, members of the community who use the school (i.e. church groups, sports teams, community organizations) and other community partners through a whole school approach to safe, inclusive and accepting schools for all students.​​