Parents, principals, teachers and support staff working together create a strong team for a student’s education.
Sometimes, however, things don’t work as smoothly as we would like and parents find that they are concerned about something at school. This may be related to the education their child is receiving, discipline at the school or health and safety issues.
When that happens, parents can use a step-by-step approach to solve the problem.
As your elected representatives, trustees are always available to parents and members of the public to discuss concerns, but they do not become officially involved in decision-making until after there has been an attempt to solve the problem at the school and district staff levels.
Occasionally parents are hesitant about discussing problems because of a concern that it will have repercussions for their children. We assure you that this will never be the case. We are committed to dealing with all people in a respectful and dignified manner with a sincere desire to solve problems.
Step-by-step appeal process
- In accordance with Section 11 of the School Act, a student or the parent of a student entitled to an educational program in the school district may appeal a decision of an employee of the Board that significantly affects the education, health or safety of the student.
- The failure of an employee to make a decision shall be deemed to be a decision for the purpose of bringing an appeal.
- The Superintendent/CEO may make any interim decision considered necessary pending the disposition of the appeal.
- The Board advises that the proper channeling of appeals of decisions regarding instruction, discipline, safety and health is as follows:
- Teacher
- School Principal
- Assistant Superintendent
- Superintendent/CEO
- Board of Education
- The Appeal Process – 4 steps:
The purpose of each individual step is to try and resolve the appeal, in an open and constructive manner that is solution-focused. Please refer to Administrative Procedure AP 325 – Appeals for the detailed process.
