Transcript Social Responsibility in SD43

Presentation for DPAC
Wednesday, March 10th, 2010
Social Responsibility / Healthy Living Coordinator – Sharon LeClair
Community Partners – CERA Alex Larson
UNICEF BC Kelly Quinlan
Students – Maillard Middle School (Mason MacIntosh & Rebecca Castellanos
Port Moody Secondary School (Jozie Kola)
Why Social Responsibility?
 Human and social development is one of the goals
of the BC school system. Students are expected to
“develop a sense of responsibility and a tolerance
and respect for the ideas and beliefs of others.”
(Mandate for the School System, Province of BC 1989)
 “A comprehensive mission for schools is to educate
students to knowledgeable, responsible, socially
skilled, healthy, caring and contributing citizens.”
(Greenberg et al., 2003)
Characteristics of a high-school
graduate:









Ability to think critically and solve problems
Strong communication skills
Collaborator – works cooperatively with others
Leadership skills
Technologically competent
Takes responsibility (self, others, environment)
Happy, optimistic, motivated
Can set and achieve realistic goals
Sense of the world….global awareness
SD 43 – District Goal
 To improve student’s socially responsible
behaviour (which will increase the social
responsibility of our learning communities)
 First objective – to increase student’s sense
of safety and belonging at school
 Second objective – to increase student’s
ability to solve problems in peaceful ways
Social Responsibility
“A socially responsible learning community integrates
the academic, social, emotional and ethical
dimensions of teaching and learning. This fosters the
ongoing development of human qualities – such as
empathy, fairness, interconnectedness, peaceful
coexistence and respect for human life – that become a
way of being.”
(Draft definition SD43 Social Responsibility Design Team, 2007)
The Three S’s
Social and Emotional Learning
Social Responsibility
Social Justice
Social Justice - Taking Action
Aspects of SR
SEL Competencies
Social and Emotional Learning
1. Self Awareness
2. Social Awareness
3. Self-Management
4. Relationship Skills
5. Responsible Decision-Making
Why SEL?
 Researcher Maurice Elias….
“An analysis, of more than 200 SEL programs,
just being released demonstrates a big
payoff in both personal conduct and
academic success. ‘Every measure of
positive behaviour goes up – liking school,
feeling someone in school cares about
them,’ says Daniel Goleman.”
The New Improved Self-Esteem, 2008
What Does SEL Address?
Recognizing one’s emotions and
values as well as one’s strengths and
limitations
Managing
emotions and
behaviors to
achieve
one’s goals
Making ethical,
constructive
choices about personal
and social behavior
Self-awareness
Selfmanagement
social &
emotional
learning
Social
awareness
Responsible
decisionmaking
Relationship
Skills
Showing understanding and
empathy for others
© 2006. Collaborative for Academic, Social, and Emotional Learning (CASEL).
Forming positive relationships,
working in teams, dealing
effectively with conflict
Social Justice - Taking Action
Aspects of SR
SEL Competencies
Social Responsibility
BC Performance Standards
Four Aspects:
 Contributing to the Classroom and School
Community
 Solving Problems in Peaceful Ways
 Valuing Diversity and Defending Human
Rights
 Exercising Democratic Rights and
Responsibilities
BC Performance Standards for
Social Responsibility
Rubrics (quick and full rating scales) for
 K-Grade 3
 Grades 4-5
 Grades 6-8
 Grades 8-10
Quick Scale: Grade 8 to 10 Social Responsibility
Activity
 Identify a character you regularly view
on television
 Using the “quick scale” for Grades 8-10,
rate this character for as many aspects
as you can
 What is the evidence for your rating?
 Share with a partner – do you agree
with each other’s ratings?
Challenge
 Rate YOURSELF on the Quick Scale for
Grades 8-10
 Think of the evidence to support the
ratings you have given yourself
 Comments?
Social Justice is about…
Taking Action!
 Individually and collectively to make the world a better




place for all
Exercising our own and standing up for others human
rights
Doing the right thing, because it is the right thing to do –
having/using a moral compass
Challenging stereotypes and biases
Becoming a global citizen – viewing the world through the
lens of SJ
 Involving students in activities/projects that increase
awareness of the injustices in the world and help them
develop skills and increase their capacity to work
towards “righting” injustices
 supporting students with making responsible
decisions and living conscientiously on a daily basis
 Become a global citizen – view the world through the
lens of SJ
 SJ – a way of being in the world
Social Justice - Taking Action
Aspects of SR
SEL Competencies
Restorative Approach - to solving
problems in peaceful ways
 Empowering Youth Project
 Community Partnership
 Programs – Talking Peace (K-5) and Conversation
Peace (6-12)
 Five elementary schools, two middle schools, one
secondary school
 Research study – being conducted at Maillard Middle
School by Dr. Shelley Hymel
“Restorative justice is a dynamic and
innovative way of dealing with conflict in
schools, promoting understanding and
healing over assigning blame or dispensing
punishment. It can create an ethic of care
and justice that makes schools safer and
happier, not only through reducing conflict
but in terms of developing active citizenship
skills, good self-esteem, open
communication and team work in students.”
Hopkins, 2004
Empowering Youth Project
 Format – Peace Squads at the
elementary level and Restorative Peer
Mediators at the middle and secondary
levels
 Alex Larson – CERA trainer
 Mason and Rebecca – Maillard Middle
Rights Respecting Schools
Pilot Project
 Partnership with UNICEF Canada
 Pilot project – first Rights Respecting
School in Canada
 UNICEF BC Kelly Quinlan, Education
Manager
 United Nations Convention on the Rights of the
Child (UNCRC) used as the framework for RRS
“Under the UN Convention on the Rights of
the Child, children are not only citizens of
the future, but also citizens of the present
with the right to express themselves in the
present and to participate in decisions that
affect them know. Knowledge of their rights
is fundamental to children’s practice of
citizenship.”
R.Brian Howe and Katherine Covell - Co-Directors of the Children’s Rights Centre,
University College of Cape Breton
Cape Horn
Celebrates!
 We Day, offered by Free the Children, is a celebration
of the power of young people to change the world. It is
the “official kick-off” to youth-led world-changing
actions.
 All middle and secondary schools sent a “Be the
Change” group of students to the event
 These youth ambassadors have been leading initiatives
and activities in their schools which allow students to
“be the change they want to see in the world.”
Como Lake
“Be the Change” team
Harbour View
Me to We leadership team
“….if schools and school systems sustain a broader vision,
and express it in their teaching and curriculum, their
students will become more interested and committed
to changing the world. Young people crave
opportunities not just to react and obey, but also to
lead and create a better future. Democratic
engagement of young people must…..be encouraged
and enabled to spread throughout their learning and
their lives. What finer theory of action could there be
than one which creates millions of change agents for
the future?”
Andy Hargreaves, 2009
Jozie Kola “Change Agent!”
Taking Action, Making a Difference