Code of Conduct

Student Code of Conduct

Lindsey Cooper

Grand Canyon University: EAD 513

March 22, 2023

Code of Conduct

Nolensville Elementary School

Williamson County School District

I. Background

Nolensville Elementary School is a PK-5 school, located in a suburban community

outside of Nashville, Tennessee. There are a total of 63 teachers, 58 paraprofessionals,
and 15 other staff members. We serve a total of 957 students, with 24% minority
enrollment with 47% female and 53% male students. Both reading and math proficiency
are above state expectations.

II. Values

The vision of Nolensville Elementary School is that we will work together as a school
community to establish positive relationships with all stakeholders and create an
environment that empowers students to achieve their personal best. It is our mission to
ensure high levels of learning for all students.

It is the goal of our school to ensure that learning can take place in an environment that is
inclusive, well-ordered, and conducive to all learners. Teachers and administrators will
provide a safe and healthy learning environment with the help of the district, community
members, and families of all students.

III. Student and Parent Conduct

A. This code of conduct is in place for all students upon arrival at 8:30 am until
dismissal at 3:53 pm. For students who ride the bus to and from school, this code of
conduct is in place when they step on and off the school bus each morning and
afternoon.
1. Parent/guardian support and participation is essential in the education and
discipline process.
2. Elementary discipline procedures will be consistently enforced based on a
district-approved School Discipline Flowchart, outlining misconduct, number of
offenses, and consequences based on wrongdoing.
3. Elementary staff and parents/guardians will work collaboratively to correct all
misbehaviors. The school will retain written and/or electronic record of incidents
regarding misbehaviors.
4. Correcting misbehaviors will be measured based on the seriousness, frequency,
and willingness of the student to correct the behavior. Rectification will begin at
Level I and move through Level IV.
Code of Conduct

IV. Behavior Code of Conduct

A. The following behavior rules and expectations will be applied each day:
1. Students will show respect to self and others at all times.
2. Respect for property inside and outside of the building will be shown at all times.
3. Students will act in a safe manner, not endangering themselves or others.
4. All students will allow others to learn in a safe and expressive environment, free
from criticism or judgement.

V. Unacceptable Behavior

A. There will be disciplinary action taken as a result of any disruptive behavior. School
bus stops, on the school bus, school-sponsored activities, field trips, and any before or
after school clubs are included. These actions are based on frequency and severity of
behavior.

1. Classroom Disturbances
i. Minimum Action: Verbal reprimand/Parent Contact
ii. Maximum Action: In-School Suspension
2. Fighting
i. Minimum Action: In-School Suspension
ii. Maximum Action: Alternative Learning Center
3. Cheating/Lying
i. Minimum Action: Detention
ii. Maximum Action: Out-of-School Suspension (not to exceed 10 days)
4. Bullying/Assault
i. Minimum Action: In-School Suspension
ii. Maximum Action: Alternative Learning Center
5. Inappropriate Language
i. Minimum Action: Behavior modification/Parent Contact
ii. Maximum Action: Out-of-School Suspension (not to exceed 10 days)
6. Making threats to others or school
i. Minimum Action: Alternative Learning Center
ii. Maximum Action: Expulsion
7. Misuse of Technology
i. Minimum Action: Verbal reprimand/Parent Contact
ii. Maximum Action: In-School Suspension
8. Harassment of any student (Sexual, Racial, Ethnic, Religious)
i. Minimum Action: In-School Suspension
ii. Maximum Action: Alternative Learning Center
Code of Conduct

Academic and Social Success

A student code of conduct is established to regulate student behavior in a school setting.

The code of conduct should “ensure the safety and protection of students, teachers, and school

authority.” The key to a successful code of conduct is to focus on the positive behavior of

students. The objective is to essentially provide an environment for students that is instrumental

in student achievement and learning (Huntington, 2017).

Development

This code of conduct has been developed based on the Williamson County School Board

approved district code of conduct. The expected behaviors are based off of what is appropriate

for elementary-aged students in grades Pre-K through fifth grade. Consequences for not

following the code of conduct are clearly outlined but are subject to administrator discretion,

based on the frequency of behaviors, severity of behaviors, and the possible motivations that

manifested such behaviors. There is no black and white one size fits all consequence for any

particular behavior issue, instead, a minimum action and maximum action, based again on the

discretion of the administrator.

Another important aspect of this code of conduct is Section III, the Student and Parent

Conduct agreement. This idea outlines the importance of parents being involved in all aspects of

their child’s schooling, to include positive and misbehaviors. It also outlines the promise that

teachers, students, and parents are going to collaborate in order to make school a successful and

exciting experience for students. “Parental involvement not only enhances academic

performance, but it also has a positive influence on student attitude and behavior. A parent's

interest and encouragement in a child's education can affect the child's attitude toward school,

classroom conduct, self-esteem, absenteeism, and motivation” (Chen, 2022). The relationship

between the school and the parent and the idea that parents play a huge role in a child’s
Code of Conduct

schooling should be the number one strategy for administrators, specifically at schools where

behavior can be a problem.

Integrity, Fairness, Social Justice, Equity, Acceptance, and Respect

“Fairness is a perception based on interpretations of behavior, not intentions” (Whitley,

et. al, 2000). When teachers look at integrity, fairness and justice and equity in behavioral

situations, they are trying to be consistent with all students and behaviors, truthful in their

decisions regarding behavior and consequences, while at the same time making sure that the

student is learning a lesson from the consequence. This idea is difficult because what a teacher

sees as equity and justice and fairness, doesn’t mean a student will see it the same way. This is

why teachers must be clear from the beginning about behavior expectations by explaining

policies, procedures, and decisions.

Conclusion

Behavior consequences can be seen by some as an abuse of power (Whitley, et. al, 2000).

It is important for teachers, students, and parents to have a relationship where there are clear

parameters set up that everyone agrees on and understands.

Chen, G. (2022, May 20). Parental involvement is key to student success. Public School Review.
Retrieved 2023, from https://www.publicschoolreview.com/blog/parental-involvement-is-
key-to-student-success#:~:text=Parental%20involvement%20not%20only
%20enhances,esteem%2C%20absenteeism%2C%20and%20motivation

Huntington, M. (2017, September 26). Purpose of Student Code of Conduct. Bizfluent. Retrieved
2023, from https://bizfluent.com/about-6520685-purpose-student-code-conduct.html

Whitley, Jr., B., Perkins, D., Balogh, D., Keith-Spiegel, P. & Wittig, A. (2000, July/August).
Fairness in the classroom. APS Observer, 13
(6). http://www.psychologicalscience.org/teaching/tips/tips_0700.html.