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Rights Respecting Schools:

Rights Respecting Schools:. Workshop Series. Workshop 5. Leadership for a Rights Respecting School. Five-Minute Reflection. INSTRUCTIONS Jot your responses on your handout. For successful leadership of a Rights Respecting School….

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Rights Respecting Schools:

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  1. Rights Respecting Schools: Workshop Series

  2. Workshop 5 Leadership for a Rights Respecting School

  3. Five-Minute Reflection • INSTRUCTIONS • Jot your responses on your handout. • For successful leadership of a Rights Respecting School… What will really make it fly (or grow)? (above the balloon) Who needs to be on board? (on the basket) What is holding it back? (on the ropes) What do the people on board need to get it off the ground?(on the balloon)

  4. Leadership for a Rights Respecting School • AGENDA • Activity 1: Introduction and Five-Minute Reflection • Activity 2: Mediating Conflict Between Rights in Schools • Activity 3: Children’s Rights-Friendly School Policies • Activity 4: Good Practices for Building Leadership at a Rights Respecting School

  5. Leadership at a Rights Respecting School What does leadership at a Rights Respecting School look like?

  6. Leadership for a Rights Respecting School Leadership Administrators are committed to promoting respect for children’s rights. Children’s rights are used as a lens for policies, program choices, program implementation, and other decision-making.

  7. Leadership Benchmarks • Benchmark 18 • The school has a mission statement, charter and code ofconduct that reflect the principles of the Convention.

  8. Leadership Benchmarks • Benchmark 19 • The school reviews its policies and procedures, and ensures that they reflect the principles and rights articulate in the Convention.

  9. Leadership Benchmarks • Benchmark 20 • Conflicts between students, and between students and adults, areresolved with rights-consistentdecisions and policies.

  10. Leadership Benchmarks • Benchmark 21 • School staff are recruited and inducted to be able to support and advance progress as a rights respecting school.

  11. Leadership Benchmarks • Benchmark 22 • School community stakeholders have opportunities to improve their knowledge and understanding of the Convention, its relevance to the school, and its relation to local, national and global issues.

  12. Leadership Benchmarks • Benchmark 23 • The school takes active and regular measures to assess its progress as a rights respecting school.

  13. Leadership for a Rights Respecting School • For successful leadership of a Rights Respecting School… Who needs to be on board? (on the basket) What will really make it fly (or grow)?(above the balloon) What is holding it back? (on the ropes) What do the people on board need to get it off the ground?(on the balloon)

  14. Leadership for a Rights Respecting School • For successful leadership of a Rights Respecting School… Who needs to be on board? (on the basket) What will really make it fly (or grow)? (above the balloon) What might blow it offcourse? (on the side) What is holding it back? (on the ropes) What do the people on board need to get itoff the ground?(on the balloon)

  15. Leadership for a Rights Respecting School • The ultimate goal of leadership for a Rights Respecting School is to protect and uphold children’s rights for all children.

  16. Best Interests of the Child Article 3 of the United Nations Convention on the Rights of the Child states: “In all actions concerning children, whether undertaken by public or private social welfare institutions, courts of law, administrative authorities or legislative bodies, the best interests of the child shall be a primary consideration.”

  17. Best Interests of the Child

  18. Best Interests of the Child

  19. Tensions Between Rights

  20. Tensions Between Rights

  21. Views of the Child Article 12 of the Convention says that: “States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting them, the views of the child being given due weight in accordance with the age and maturity of the child.”

  22. Views of the Child • Children 16 years and older, are normally assumed to be sufficiently mature to make decisions. • Children between 14 and 16 years are presumed to be mature enough to make a major contribution. • Children between nine and 14 years can meaningfully participate in the decision-making procedure, but their maturity must be carefully assessed on an individual basis. Younger children may require assistance. • Children younger than nine years have the right to give their opinion and be heard.

  23. Scenario • Read the scenario with your group • Determine one or two possible resolutions by considering the best interests and the views of the child.

  24. Restorative Conflict Resolution • What is Restorative Practice? • Practices that enable people to restore and rebuild relationships after conflict, disagreement and harm • Whereby persons of authority (in schools – staff, teachers, parent volunteers) do things with students rather than to or for them • Allows students to meaningfully participate in decision-making processes that affect them – exercising Article 12

  25. Restorative Practices in Schools

  26. Five Questions to Rebuild Relationships • Restorative practices are centred on five questions: • What happened? • What were you thinking at the time? • Who was affected and how were their rights impacted? • What can you do to help those who were affected? • How can everyone better respect the rights of others in the future?

  27. Forum Circle • The Forum: Conflict Resolution in a Circle • creducation.org/cre/homebase/content_video/2397/

  28. How Restorative is Your School? • Read over the handout as a group. Then discuss: • Which practices on the continuum do you feel are most representative of the general approach to conflict at your school? • What about your own practice? Which approaches do you use often? • What would you change about your own practice? About the approach to conflict your school advocates?

  29. Children’s Rights-Friendly School Policies TOPIC 1

  30. Children’s Rights Compliance Test • Instructions • Determine which of articles are impacted by the school policy. • Discuss the questions on theChildren’s Rights ComplianceTestand take notes in the spaces provided.

  31. RRS Action Plan: Our Roadmap Our school has a roadmap for our future CRT completes RRS Action Plan What is being done? What do we need to do next?

  32. Good Practices for Teaching and Learning through a Rights Lens • Work together asa group to determine which strategies wouldwork best to meet your assigned benchmark. • Create this 3-columned chart

  33. Take Away Resource – For Staff / Students • Restorative Conflict Resolution • Describes restorative practices for democratic conflict resolutionprocesses for use in schools and classrooms. • Available for download onDropbox – ‘Tools for RRS Schools’

  34. Take Away Resource – For Staff / Parents • How to Talk So Kids Will Listen & Listen So Kids Will Talk • Siblings Without Rivalry • How to Talk So Kids Can Learn • By Adele Faber & Elaine Mazlish • Improve relationships athome and at school

  35. Congratulations! • Congratulations on completing the Rights Respecting School Workshop Series!

  36. Congratulations! Contact info:

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