Ead-513 Code of Conduct
Ead-513 Code of Conduct
Lindsey Cooper
I. Background
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.
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
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
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
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
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
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
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
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.