Rights Respecting Schools: Transforming Canadian Schools Welcome to our presentation on the Rights Respecting Schools initiative. Thanks so much for your interest in what we are doing in Canada right now – hopefully we provide you with a fairly clear picture of how this model has worked, and how it could work in XXX schools. The purpose of this presentation is to give you an overview of what a Rights Respecting School is, its educational and social benefits, how this program fits into the XXX education system, and what support schools receive who participate in this programme.

What is a Rights Respecting School (RRS)? The Rights Respecting Schools initiative is a framework for educational improvement that aims to transform the whole learning environment with a consistent, rights-based approach. Rights Respecting Schools is a whole school initiative that uses the United Nations Convention on the Rights of the Child as a basis for building an inclusive and respectful school culture. In these schools children’s rights are adopted as guiding principles that inform a common set of values shared by all members of the school community. These common values create a sense of community and become the lens through which students, teachers, school administrators and parents make decisions, choose behaviour, and participate at their school.

Children’s rights are fulfilled and protected in Canadian schools The Ultimate Outcome Educational policies, practices and decisions are all made in the best interest of the child Children’s rights are fulfilled and protected in Canadian schools

Impacts of Rights Respecting Education FOR STUDENTS Improved self-esteem and well-being Improved relationships and behaviour Improved engagement in learning Positive attitudes towards diversity in society Reduction in prejudice Enhanced moral understanding Support for global justice “When you are talking people listen to you and they don’t interrupt. They give you the right to speak up.” Daniella, Grade 5 , Cape Horn For example, in the UK, where there are over 1600 schools that participate in a similar program to Rights Respecting Schools in Canada. Research conducted by the University of Brighton and the University of Sussex in these rights-respecting schools has demonstrated the following impacts of rights-respecting education:   Improved self-esteem and well-being Improved relationships and behaviour (reductions in bullying and exclusions and improved attendance) Improved engagement in learning Positive attitudes towards diversity in society and the reduction of prejudice Children and young people’s enhanced moral understanding Children and young people’s support for global justice

A Supportive Framework for Schools Equity and Inclusion Character Development Student Engagement Safe and Caring Schools Rights Respecting Schools Note – this slide can be adapted for specific policies in various regions: A Rights Respecting School uses the United Nations Convention on the Rights of the Child (the Convention) as a basis for enhancing an inclusive and respectful school culture which promotes participation and active citizenship. It is important to understand the RRS initiative is not meant to be delivered as an “add-on” or new program for a school. The Rights Respecting School initiative provides a framework and language for schools to augment and bring cohesiveness to existing school programs which are already working towards the same goals – respecting the rights of children. Throughout the process of becoming a RRS, schools work with a RRS Facilitator to identify how the Convention can be used as a framework to enhance existing school initiatives and develop their own action plan based on their own needs. Note: If dealing with a school or school board use a specific example of a school/school board program to demonstrate how the RRS initiative supports existing programs. An example of how the RRS initiative supports existing school programs is with restorative justice programs some schools are implementing. Restorative justice can be a complicated concept to explain to children. However, if children understand their rights and the rights of others, the language of rights can be used to explain the concept and increase the understanding of students as to why the program exists. Extra notes for questions from audience on further explaining the connections between policies and children’s rights: Equity and Inclusive Education Strategy: Implementing the Convention on the Rights of the child ensures no child is discriminated against, provides for the right to special education for those with a disability, and provides for the right to culture, language and religion. Being cognizant of these rights and making educational decisions on learning in the classroom, resource use, and other school policies ensures diversity is respected which fosters a just and caring environment. (Policy Overview): To achieve equitable and inclusive school climates, school boards and schools will strive to ensure all members of school community feel safe, comfortable and accepted. We want all staff and students to value diversity and to demonstrate respect for others and a commitment to a just, caring society. ____________________________________________________________________________ Ontario’s Character Development Initiative: Research on the Rights Respecting School Award in the UK has demonstrated that when students feel their rights are being respected, they belong and that they matter – they aspire to higher achievement. Understanding their universal connection to children around the world by their shared rights, students become engaged in learning about global citizenship and feel empowered to take action. Through the modeling of children’s rights in a classroom and school through the implementation of democratic processes students learn how to be active citizenship at an early age. (Policy Overview): Emphasizes the importance of equitable and inclusive schools in which all students are welcomed and respected, feel a sense of belonging, and are inspired to achieve to the best of their ability. Our focus on reaching every student requires high expectations for all students in learning, academic achievement and citizenship and character development Safe Schools (PPM 145): Research on the Rights Respecting School Award in the UK has demonstrated that learning about children’s rights decreases levels of bullying and violence. When students understand their own rights as outlined in the Convention on the Rights of the Child, they understand there is a reciprocal action to each right. When students know they have the right to not be discriminated against, they understand their peers and adults also have this right and act accordingly. Teaching and learning about rights, as well as modeling children’s rights, is a proactive means of creating nurturing, supportive and safe learning environments. (Policy Overview): Aimed at all members of the school community, fosters efforts to ensure that schools are safe and welcoming environments for everyone and are effective in leading to systemic changes that will benefit all students and the broader community. This approach is valuable in addressing such issues as racism, intolerance based on religion or disability, homophobia, and gender-based violence. Student Voice: The United Nations Convention on the Rights of the Child outlines that children have the right to give their opinion and for adults to listen and take it seriously (article 12). Bringing a rights-respecting approach to teaching, learning and decision-making within the school supports the Ontario government’s efforts to allow students a voice in their own learning. In a rights-respecting school, teachers and administrators are encouraged to explore ways to develop processes which allow student opinion in their learning and school environment. (Policy Overview): Student Voice is about you – Ontario's students – having a voice in your learning. It's about connecting what's happening in the classroom to real-life experiences outside school and giving you ways to help achieve your goals. We want all students to be successful, and we need your energy and ideas to make this happen. This occurs through a Ministry Advisory Council, Speak Up Projects and Student Forums.

What Students and Teachers Say “…a Rights Respecting School gives children power and a sense of knowing that their voice can be heard, and makes a difference” Shalini Mehra, Grade One teacher Cape Horn School, Coquitlam BC “We know how to respect each other…we actually know why and how we are respecting that person, we are listening to what they are telling us, we are being kind to everyone. It’s pretty awesome.” Allie, Grade 5 Cape Horn School, Coquitlam BC

Rights Respecting Schools Overview Although the process to becoming a Rights Respecting School is organic and unique to each school community, experience has demonstrated that a set of clear and easy-to-follow steps will guide each school’s journey to success. The following seven steps are based upon UNICEF Canada’s pilot Rights Respecting Schools and UNICEF UK’s Rights Respecting Schools Award. A RRS Facilitator supports schools through the Steps of Becoming a RRS by Step 1: Presenting the Initiative to the school community Step 2: Working with the school to establish the Children’s Right’s Team Step 3: Working with the Children’s Rights Team to conduct the Initial Rights Assessment Step 4: Delivering workshops to the school community (staff and parents) Step 5: Working with the Children’s Rights Team to Develop the RRS Action Plan Step 6: Providing support and access to resources to help the school implement the RRS Action Plan Step 7: Working with the Children’s Rights Team to assess and reflect on the implementation of the Action Plan.

Rights Respecting Schools Timeline How long does it take to become a rights respecting school? The journey towards becoming a Rights Respecting School looks different for each school that undertakes it. There is no prescribed timeline to which a school must adhere, but an example timeline has been included below to help with planning. Schools should expect to commit one to two years in order to move through the seven Steps to Becoming a Rights Respecting School. Upon successful completion of the seven steps, a school receives recognition as a Rights Respecting School. Schools need to determine to what extent they wish to participate and how much time they will devote to implementing all seven steps. Obviously the more committed the school community is and the more time a school invests in implementing the initiative, the more transformative the impact of the programming will be.

Rights Respecting Schools Building Blocks The RRS model is designed on four building blocks. (Refer to the screen). Each building block has clear objectives and benchmarks which are used to help a school design their action plan and evaluation success on implementation.

Five Professional Development Workshops: Workshop Series Five Professional Development Workshops: Workshop 1: Children’s Rights and Education Workshop 2: Building Awareness Workshop 3: Meaningful Student Participation Workshop 4: Teaching and Learning Through a Rights Lens Workshop 5: Leadership for a Rights Respecting School Briefly state the topics for each workshop: Workshop 1: Children’s Rights and Education Workshop 2: Building Awareness Workshop 3: Meaningful Student Participation Workshop 4: Teaching and Learning through a Rights Lens Workshop 5: Leadership for a Rights Respecting School Explain that each of the last four workshops focuses on a different RRS Building Block And that the participants of each workshop examine new concepts, reflect on good practices for meeting the benchmarks, and begin work on the school’s plan for becoming a RRS – the school’s RRS Action Plan

The Tools to Make it Happen: RRS Toolkit for Canadian Schools Teacher Activities and Guides Online Resources Professional Education Staff Support Rights Respecting Schools receive the following supports: A toolkit providing a detailed account of the steps and building blocks that cultivate a Rights Respecting School. A teacher guide which provides exemplar lessons for each grade on how to bring children’s rights into the existing curriculum as well as lessons on creating a classroom charter for each grade. (k-8) A Web site where schools can download program support resources and share good practice through a blog. Professional education staff that can facilitate, advise and support school leaders, teachers and students.

Rights-Respecting Students: Cape Horn Elementary School Show the video Canada’s First Rights Respecting School (6:14) available under ‘Videos’ at: rightsrespectingschools.ca

Nine out of 10 Canadians agree that public elementary and secondary schools should teach their students about values and ethical behaviour, human rights, peacemaking, environmental protection, and participatory democracy – “taking an active role in democracy as opposed to just voting in elections” National Issues in Education Poll conducted by Vector Research for the Canadian Teachers’ Federation, February – March, 2010

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