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| In the Guidelines for Enrolment in a Brigidine School the quotation from John's gospel is used: Nathaniel asked 'Can anything good come from Nazareth-' Philip answered 'Come and see'. |
John 43-46 |
The implication drawn from this is:
We believe that enrolling students is an invitation to 'come
and see what it is like when you try to live with a particular
set of values and in a specific faith culture'.
Families trust the school to care for their daughters and sons and the duty of such care rests with all members of the staff. As Watter Bruggemann writes: What God does first and best and most is to trust people with their moment in history. God trusts them to do what must be done for the sake of the whole community.
What we mean by ethical behaviour in a school context:
Ethical behaviour consists of all actions and attitudes that are designed to promote and protect a young person's physical, intellectual, spiritual and/or emotional health or development. It is the ongoing care and concern that staff have for the young people in the schools. It also includes ensuring the rights and dignity of all people in the school community.
The key focus of policies and practices regarding ethical behaviour in Brigidine schools will be to ensure that no-one is put at risk by behaviours that are inappropriate, wrong or abusive.
The philosophy underlying ethical behaviour in Brigidine schools is:
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All adults in the school do influence students. This includes the principal, teachers, support staff, sessional teachers, chaplain, all other employees and volunteers in the school. Being able to enhance the confidence, self-esteem and idealism of young women and men is a wonderful opportunity. A corollary of this is that young people need to be able to see all adult members in their community as people who are models for good human behaviour.
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The challenge in each school is to build and sustain a climate of respect. This includes respect between staff members, between staff members and students, between staff members and parents and between all members of the school with anyone who does not belong to the school community.
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The school will provide a place of safety and security for all students. This includes establishing an environment where the physical and emotional well-being of students is protected.
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Since a school is primarily concerned with giving the opportunity for all students to learn to the maximum extent possible, teachers need to be professionally prepared for their work. This is essential to maintain accountability and to ensure self protection in the event of any criticism or allegation of incompetence or abuse. All staff can assist in the informal teaching and learning that happens in the school grounds, in canteens and bus lines and so on and all are expected to work diligently to help young people grow into responsible Christians and citizens.
Responsibility to know and understand bases for ethical behaviour
Integral to the concept of ethical behaviour is that all staff
will take steps to know what is expected of them in areas of
normal school life. Such policies are those which apply generally
as part of civil law and those designed for each particular Brigidine
school.
Codes of Conduct for those working in different school contexts have common ideas and strategies to ensure staff offer positive moral influence through their roles as effective educators, care-givers, models of moral behaviour and ethical mentors. We endorse these and offer our own particular philosophy as rationale.
The principles that should inform our practice are:
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Education is offered as a way of empowering individual people within a learning community. The dignity of each individual is of paramount importance and each has an absolute right to be treated in a way that both accepts this dignity and enhances it.
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Each person has the right to be respected as a person and as a learner. This includes each person's views, property and reputation.
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Relationships are the most important aspect of the community. The difference in the power of individuals must always be recognised and taken into account. Those with less power will be more vulnerable and should be supported and protected.
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Justice must be practised towards each student and group of students. This is particularly important in terms of those who are seen to have power over others.
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There is a responsibility on all staff to be professionally competent. This implies an openness to exploring the most effective ways of helping students learn, and being ready to modify practice in the light of better options.
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The establishment of community is of great importance in creating a learning climate where all can succeed. Every effort will be made to build an inclusive and accepting community where practices are judged both in terms of the common good and the needs of individuals.
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Appropriate procedures will be in place to investigate any allegations of inappropriate behaviour.
SCHOOL PRACTICE
There is need for ongoing reflection which explores the nature
of ethical behaviour of staff. This should include assessment
of the structures in place and the reasonable expectations of
professional competence and behaviour.
The following may provide
some pointers to such expectations.
In each school there needs to be:
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clarity with regard to ways of bringing any perceived difficulties to the notice of an appropriate authority
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structures for staff to dialogue about difficulties students are having or difficulties the staff are having and ways outlined regarding how to proceed in the event of any unethical behaviour
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a code of conduct which precludes damaging the reputation of students, staff or others in the school community, especially by unwarranted gossip or by making hurtful comments about individuals.
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regular evaluation of policies and practices that have some bearing on the rights of all school members; examples could be Sexual Harassment Policy, Teaching and Learning Policy, Pastoral Care Policy, Guidelines regarding the Transportation of Students and so on.
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clear guidelines regarding ways excursions, camps and any other 'outside school' activities will be managed to ensure student welfare.
SITUATIONS WHERE A BREACH OF TRUST OCCURS
A breach of trust occurs in general when there is a violation of professional boundaries. This will certainly be so when any behaviour endangers the physical or emotional well-being of another person. This includes professional or pastoral violation.
Some areas where a breach of trust occurs include:
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situations where there is an unacceptable use of power by an individual or a group
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accessing sexually explicit or other inappropriate material using school owned computers or the school operated network
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threatening language or behaviour being used by an adult to frighten or coerce a student
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situations where there is inappropriate physical contact between an adult and a student
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situations where there is sexual activity between an adult and a student
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staff bullying of other staff
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a staff member harassing a parent or other adult in the community
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a staff member promoting things contrary to the stated ethos of the school or the teachings of the Catholic Church
PROCEDURES IN THE EVENT OF ALLEGATIONS OF ABUSE
When allegations are made against any existing or former employee or volunteer in the school, these are to be made known to the person(s) nominated for this by the Chairperson of the Brigidine Sponsorship Group.
The truth of the matter shall be determined as far as possible and as quickly as possible. If there is any reason to think a crime or serious indiscretion has occurred, either the person nominated by the Chairperson of the Sponsorship Group or, in consultation with her, the Principal, will notify the Professional Standards Resource Group (Victoria/South Australia) established to deal with allegations and/or the Department of Human Services Victoria (or South Australia). In the case of any violation of the law, the procedures governing Mandatory Reporting must be followed.
As well
as the professional standards implications there will usually
be industrial implications. Therefore, it is important to realise
that there may be two sets of processes that need to be carried
forward. It will probably be necessary to inform the V.C.S.A.
(or
appropriate body) of the situation and get assistance in terms
of industrial implications.
Every step of the process (interviews, meetings etc) should be
carefully documented.
If there is any reason to believe a crime or indiscretion has occurred and a staff member is involved, the Principal needs to ensure that there is no further opportunity for abuse while the investigation is occurring.
ULTIMATE DECISION MAKING IN THE EVENT OF A SERIOUS ALLEGATION AND/OR OFFENCE
The Sponsorship Group will determine the contact person for the Brigidine Sisters and close contact needs to be kept between that person and the Principal. In the event of legal implications, the Sponsorship Group will make the final decisions.
RESOURCE PEOPLE IN THE EVENT OF A DIFFICULTY
Catholic Education Offices
Diocesan Industrial Relations Offices Professional Standards Resource
Group
The Guidelines for Ethical Behaviour of Staff in Brigidine Schools means staff will:
- Maintain generally recognised professional standards with regard
to
- the treatment of students
- the teaching, supervision and assessment of students
- managing money and property belonging to the school
In particular the Guidelines will include that staff will:
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Never be under the influence of, or consume alcohol or prohibited substances on school premises, at school camps or at school sponsored activities involving students when the staff are responsible for supervising students and will never give alcohol or prohibited substances to any student.
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Not tutor for remuneration students from his/her school or in any way gain money directly from students.
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Not engage in private business that, in the judgement of the Principal, impacts in an adverse way on the ability of a teacher to perform their normal duties.
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Not exploit students or families in the school community by seeking discounted prices for goods purchased from them or any similar practice
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Avoid any sexual exploitation or abusive act with, or to a student, including
- use of suggestive language
- any unlawful sexual act
- any soliciting of any unlawful sexual act, whether written, verbal or physical
- any act of child abuse, as defined by law
- any act of sexual harassment, as defined by law
- any solicitation, encouragement or physical relationship with a student, or any sexual contact with a student; this includes dating a student or otherwise being involved in an inappropriate social relationship
As safeguards for both staff and students, it is advisable to ensure that:
- the place where one is alone with a student can be seen by others (this factor should be taken into account in the design and construction of any new areas)
- staff do not to travel alone with a student (where possible parents should be contacted in such an eventuality or, if this is not possible, someone in the school should be told of the arrangements)
- touching students is avoided -
Avoid any form of behaviour towards students where the intent is primarily to threaten; for example, punishing a whole class for the misbehaviour of some individual students, threatening with some severe or unreasonable punishment, using information in a way that defames students, or carrying punitive action over from year to year.
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Avoid confiscating student property with no indication as to when it will be returned or the conditions for regaining it
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Refrain from smoking during school hours or at school functions when responsible for supervising students
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Ensure that the teaching of contentious issues is not in any way contrary to the standards endorsed by the school and the Catholic Church
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Avoid making public any information about a student (or about a family from the school) that is known only from one's position as a staff member
Existing Documents That Might Inform Our Consideration
Towards Healing, Principles and Procedures in Responding to Complaints of Sexual Abuse Against Personnel Of The Catholic Church in Australia, Australian Bishops Conference, December 1996
Integrity In Ministry, A Document Of Ethical Standards For Catholic Clergy and Religious In Australia, Draft Paper
Reporting Child Abuse, Health and Community Services, August 1993
Child Abuse and Neglect, The Teacher's Response, November 1990, Community Services, Victoria
Electronic Mail And Internet/Intranet Policy, Victorian Catholic Schools Association
Bullying In The Workplace, Victorian Catholic Schools Association
Policy For A Discrimination Free Workplace, Victorian Catholic Schools Association
Sexual Harassment: A Code For Practice, Human Rights and Equal Opportunity Commission, 1996
Legal Issues in Schools, Catholic Education Office, June 1998
Professional standards For Teachers, Standards Council Of The Teaching Profession, Victoria, (Draft) August 1998
Education (Teachers) Act, March 1998,
(Amendment to the Education
Act 1958)
Schools Of The Future, Reference Guide, 1996
Confidentiality In Catholic Education, CECV Policy No, 1.12
Sexual Harassment Policy, CEOM Policy No, 2.15
Guidelines to Assist Catholic Schools Formulate Procedures For the Management Of Mandatory Reporting of Child Physical and Sexual Abuse, Catholic Education Office, Melbourne, 1995
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