All employees, and others performing work on behalf of the District, are expected to conduct themselves in a professional manner, to adhere to applicable laws, regulations, policies and procedures that apply to their work activities and to demonstrate ethical behavior in all their decisions and interactions.

The Board is committed to honesty, integrity, and accountability in its operations, programs, and services and to promoting a culture of openness and transparency.

The Board encourages and supports all employees in bringing forward reports of unlawful acts and acts of wrongdoing in a manner consistent with the provisions of the British Columbia Public Interest Disclosure Act (“PIDA”).

The purpose of this Policy and related Administrative Procedures is to establish a process, in compliance with the PIDA, for employees to report, in good faith, wrongful or unlawful conduct without fear of retaliation or reprisal.

This Policy applies to alleged wrongdoing related to the School District’s operations or employees and others performing work on behalf of the District. This Policy does not displace other mechanisms set out in School District Policy for addressing and enforcing standards of conduct, disputes, complaints, or grievances, including issues of discrimination, bullying and harassment, occupational health and safety, or disputes over employment matters or under collective agreements.

1. Definitions

In this Policy the following capitalized terms are defined as indicated:

1.1. “Advice” means advice that may be requested in respect of making a Disclosure or a complaint about a Reprisal under this Policy or the PIDA.

1.2. “Discloser” means an Employee who makes a Disclosure or seeks Advice or makes a complaint about a Reprisal.

1.3. “Disclosure” means a report of Wrongdoing made under this Policy.

1.4. “Employee” refers to a past and present employee of the School District.

1.5. “FIPPA” means the Freedom of Information and Protection of Privacy Act, and all regulations thereto.

1.6. “Investigation” means an investigation undertaken by the School District under this Policy or by the Ombudsperson under the PIDA.

1.7. “Personal Information” has the same meaning set out in FIPPA, namely “recorded information about an identifiable individual”, and includes any information from which the identity of the Discloser or any person who is accused of Wrongdoing or participates in an Investigation can be deduced or inferred.

1.8. “PIDA” means the Public Interest Disclosure Act of British Columbia, and all regulations thereto.

1.9. “Procedure” means the School District’s Administrative Procedure associated with this Policy, as amended.

1.10. “Reprisal” means the imposition of, and any threat to impose, discipline, demotion, termination or any other act that adversely affects employment or working condition of an Employee because they made a Disclosure, sought Advice, made a complaint about a Reprisal or participated in an Investigation; and

1.11. “Wrongdoing” refers to:

1.11.1. a serious act or omission that, if proven, would constitute an offence under an enactment of British Columbia or Canada.

1.11.2. an act or omission that creates a substantial and specific danger to the life, health or safety of persons, or to the environment, other than a danger that is inherent in the performance of an employee’s duties or functions.

1.11.3. a serious misuse of public funds or public assets.

1.11.4. gross or systematic mismanagement.

1.11.5. knowingly directing or counselling a person to commit any act or omission described in paragraphs (a) to (d) above.

2. Statement of Principles

2.1. The School District is committed to supporting ethical conduct in its operations and seeks to foster a culture in which Employees are encouraged to disclose Wrongdoing, including by receiving, investigating and responding to Disclosures and by providing information and training about the PIDA, this Policy and the Procedures.

2.2. The School District will investigate Disclosures that it receives under this Policy. Investigations under this Policy will be carried out in accordance with the principles of procedural fairness and natural justice.

2.3. The School District will not commit or tolerate Reprisals against any Employee who, in good faith, makes a request for Advice, makes a Disclosure, participates in an Investigation or makes a complaint under this Policy.

2.4. The School District is committed to protecting the privacy of Disclosers, persons accused of Wrongdoing and those who participate in Investigations in a manner that is consistent with its obligations under the PIDA and FIPPA.

3. Privacy and Confidentiality

3.1. All Personal Information that the School District collects, uses or shares in the course of receiving or responding to a Disclosure, a request for Advice, a complaint of a Reprisal, or conducting an Investigation will be treated as confidential and will be used and disclosed as described in this Policy, the Procedures, the PIDA or as otherwise permitted or required under FIPPA and other applicable laws.

4. Reporting

4.1. Each year, the Superintendent shall prepare, in accordance with the requirements of the PIDA, and make available, a report concerning any Disclosures received, Investigations undertaken and findings of Wrongdoing. All reporting under this Policy will be in compliance with the requirements of FIPPA.

5. Responsibility

5.1. The Superintendent is responsible for the administration of this Policy and shall ensure that training and instruction is available to all Employees concerning this Policy, the Procedures and the PIDA.

5.2. In the event that the Superintendent is unable or unavailable to perform their duties under this Policy, the Superintendent may delegate their authority in writing to the Secretary-Treasurer or other senior employees.

With regards to leadership positions throughout the district, the Board requires that every effort is made to appoint the best qualified candidates using a competitive, open and transparent process. Where appropriate, selection processes will include consultation with partners.

Roles and Responsibilities

The Board:

The Board believes that the appointment of persons to senior district leadership positions is the responsibility of the Board.

The Board shall interview, select and appoint the Superintendent.

The Board shall interview, select and appoint the Secretary-Treasurer, upon the recommendation of the Superintendent.

The Board shall appoint the Assistant Superintendents, Directors, and Assistant Secretary Treasurer, upon the recommendation of the Superintendent.

The Board shall appoint Principals and Vice-Principals to the District, upon the recommendation of the Superintendent.

The Superintendent:

The Board delegates to the Superintendent the responsibility for hiring all other district level supervisors and managers.

The Superintendent will report to the Board the assignments and reassignments of Principals and Vice-Principals.

The Board of Education is committed to ensuring a respectful workplace and believes that every employee has the right to work in an environment free from harassment including discriminatory harassment, sexual harassment, bullying or violence.

All employees, and others performing work on behalf of the District, are expected to conduct themselves in a professional manner that supports a culture of mutual respect and cooperation.

The Board will not tolerate any form of prohibited conduct or retaliation in the workplace and will act appropriately to preserve and promote a respectful working and learning environment.

This policy is intended to meet the legal obligations of the Board and enhance the promotion of a respectful workplace. Where a collective agreement includes provisions regarding the prohibited conduct outlined in this policy or a process for intervention in the circumstances of the complaint, the provisions of the agreement will continue to apply in conjunction with the provisions of this policy.

Definitions

• Harassment – Includes any inappropriate conduct, comment, display, action, or gesture directed towards a specific person or persons that a reasonable person knows or ought to know would have the effect of creating an intimidating, humiliating, hostile, or offensive work environment.

• Discriminatory Harassment – Is a form of Harassment that is based on, or related to, a prohibited ground of discrimination as set out in the BC Human Rights Code, including: Indigenous identity, race, colour, ancestry, place of origin, political belief, religion, marital status, family status, physical or mental disability, sex, sexual orientation, gender identity or expression, or age of that person or because that person has been convicted of a criminal or summary conviction offence that is unrelated to the employment or to the intended employment of that person.

• Sexual Harassment – Is a form of Discriminatory Harassment and is based on sex, sexual orientation, gender identity or gender expression. It can occur between men and women, individuals of the same gender, individuals of the same or differing sexual orientation, and includes harassment on the basis that an individual is transgender.

• Bullying – Is a form of Harassment that is marked by intentional, persistent attempts of a person or group to intimidate, demean, humiliate, torment, control, mentally or physically harm, or isolate another person or group. This behaviour, through its persistence or severity, diminishes the dignity or the psychological or physical integrity of the target(s).

• Violence – Workplace violence, as defined under WorkSafe BC policy, includes the attempted or actual exercise of any physical force so as to cause injury to a worker, or any threatening statement or behaviour to believe the employee is at risk of injury.

• Retaliation – Is an adverse action taken against a person who invoked this policy in good faith, participated or cooperated in any investigation under this policy, or associated with a person who has involved this policy.

Responsibilities

The Board of Education:

• Promote a working environment respectful of human rights and free from bullying and harassment.

• Comply with legislation as defined under the BC Human Rights Code and WorkSafe BC policy.

The Superintendent and Senior Leadership:

• Implement this policy and the related administrative procedures, ensuring the provisions of this policy are communicated to all employees.

• Ensure appropriate training is provided to all employees.

• Intervene and respond to reported or suspected breaches of this policy in a timely and fair manner.

Human Resources:

• Provide support and consultation to Senior Leadership, Principals and Vice Principals, and Managers in addressing Respectful Workplace complaints.

• Oversee the investigation process of complaints.

• Provide or arrange for training.

Principals/Vice Principals and Managers:

• Communicate and review this policy and related procedures with the staff they supervise.

• Provide behavioural expectations and work requirements for staff to ensure respectful conduct in the workplace.

• Ensure appropriate steps are taken to address concerns raised by staff, including consulting with District Human Resources.

All Employees:

• Responsible to understand and adhere to this policy.

• Ensure respectful workplace behaviour and avoid engaging in prohibited conduct.

• Immediately report breaches of this policy and cooperate fully with any investigations, including when the breach is observed toward others.

The Board recognizes the valuable contribution made by all District employees and supports the recognition of services they provide. Recognizing employee’s contributions and achievements is integral to maintaining a positive and productive working environment and employee recognition is a way to celebrate employees on a formal basis.

On an annual basis, the Board will host an employee recognition reception where employees will be formally honoured for the following achievements:

• Employees of the school district who have provided 20 years of service to the District.

• Retiring employees who have a minimum of 10 years of service in the District.

Principals, Vice Principals, Managers, Executive Staff and Trustees are encouraged to regularly acknowledge the contribution of employees through informal recognition and conversation.

Purpose

This Administrative Procedure (“Procedure”) outlines the process for appointment and assignment of Chilliwack School District (“District”) leadership positions and will be exercised in alignment with Policy 530 Leadership Appointments and Assignments.

Definitions

•    Appointment – Candidates are appointed to a leadership position by the Board of Education (the “Board”) and the Superintendent of Schools (the “Superintendent”) in accordance with Policy 530.

•    Assignment – The school, department or site placement of the appointed leader. This can include lateral transfer or assignment from the candidate pool.

•    Acting – Placement as a temporary backfill in a leadership assignment prior to being appointed.

•    Interim – Placement into a leadership assignment on a temporary basis as an existing appointed leader. The reason can include coverage for a leave of absence or other short-term vacancy.

•    Lateral transfer – Change in assignment at the same position level. For example, Principal assignment to Principal assignment or Manager assignment to Manager assignment 

•    Candidate pool – Current Vice Principals applying for Principal positions and external candidates applying for either Principal or Vice Principal positions will be considered for assignment to vacant positions once appointed by the Board of Education. 

Leadership Appointment and Assignment by Position

Principals And Vice Principals

Available school or district-based Principal and Vice Principal positions will be filled through an open competition or by the assignment of existing Board appointed Principals and Vice Principals.

a)    Pre-Selection Consultation:

Where there are known vacancies, consultation will be undertaken by the Superintendent or designate as needed to determine specific school characteristics and needs prior to any assignment or appointment.
Where there are re-assignments as a result of filling known vacancies, the appropriate partner and district employee groups will be informed prior to the re-assignments being made public.
In the case of a Vice Principal vacancy, the Principal of the school(s) affected will be given the opportunity for consultation and input into the needs of their school and the skill set required to build a strong leadership team.

b)    Lateral Transfer:

Principals and Vice Principals are invited annually to complete the Superintendent initiated form regarding their intentions including requests for lateral re-assignment.

When there are available positions, the Superintendent will advertise internally all school-based and district-based vacancies for Expressions of Interest indicating the specific skills and requirements of the position. If a Principal or Vice Principal vacancy arises as a result of a re-assignment, the Superintendent has discretion to assign a Principal or Vice Principal or initiate a new Expression of Interest as required.

c)    New Candidate Selection Process:

The Superintendent will create a pool of candidates as needed to be considered for assignment into vacant positions. This posting will be advertised internally and externally.

A complete and thorough process to manage the selection of the successful candidates and for ensuring compliance with due process and legislative requirements will be established. The Human Resources Department will be responsible for screening all submitted applications for completeness.

The determination of a short-list for presentation to the selection committee shall be the responsibility of the Superintendent and other individuals as the Superintendent deems appropriate.

The Selection Committee will be chaired by the Assistant Director of Human Resources and will consist of the Superintendent, and senior staff members as required by the Superintendent. This committee will interview short-listed candidates and provide a recommendation for appointment to the Superintendent.

Candidates placed in the pool, who are not assigned, will remain in the pool for the following school year. As part of the process, candidates who are not appointed by the Board and assigned after two years will be required to reapply to a new competition to be reconsidered for the pool.

Acting Principals and Acting Vice Principals:

In the event of an unexpected short-term vacancy, the Superintendent may appoint an “acting Principal” or “acting Vice-Principal” for the duration of the vacancy without going through a formal appointment or assignment process.

Management Staff

All vacant management positions will be advertised internally and externally.

A complete and thorough process to manage the selection of the successful candidates and for ensuring compliance with due process and legislative requirements will be established. The Human Resources Department will be responsible for ensuring appropriate selection criteria with feedback from the designate from the hiring department and screening all submitted applications for completeness.

The determination of a short-list for presentation to the selection committee shall be the responsibility of the Assistant Director of Human Resources in consultation with the designate from the hiring department.

The Selection Committee will be chaired by the Assistant Director of Human Resources and consist of the hiring department designate and other management or administrative representatives as required. This committee will interview short-listed candidates and provide a recommendation for appointment to the Superintendent.

Executive 

The selection process for the Superintendent shall be determined by the Board.

All other senior district level administrative positions including Assistant Superintendent, Secretary-Treasurer, Assistant Secretary-Treasurer and Director will be advertised internally and externally and will follow a selection process that has been recommended by the Superintendent and presented to the Board for information. This process will include appropriate input from partner groups for the Assistant Superintendent and Secretary-Treasurer positions.

Reporting to the Board

•    With regards to the position of Secretary-Treasurer, Assistant Superintendent, Assistant Secretary-Treasurer and Director, the Superintendent will bring the recommendation forward to the Board and will report rationale for the recommended appointment at an in-camera meeting.

•    With regards to new Principal or Vice Principal or an existing Vice Principal who is moving to a Principal position, the Superintendent will bring a recommendation with rationale for Board approval at an in-camera meeting.

•    With regards to new Management appointments and transfers, the Superintendent will bring the appointment forward to the Board at an in-camera meeting as information.

•    With regards to lateral transfers and re-assignments where the selected candidate is an existing Principal, Vice Principal or Manager, the Superintendent will bring the assignment forward to the Board at an in-camera meeting as information.

•    In all cases the Superintendent will outline the skills, experience and past performance of the successful candidate. 

Purpose:

School principals ("Principals”) serve as the cornerstone of student success, staff empowerment, and community engagement. As visionary leaders, they cultivate a school culture grounded in collaboration and equity, ensuring that every student has the opportunity to thrive. This Administrative Procedure defines the fundamental responsibilities and expectations of Principals as instructional leaders, operational stewards, and community connectors. 

Rooted in professional growth, effective communication, and the shared values of the Chilliwack School District (the “District”), this framework aligns with the BCPVPA Leadership Standards, emphasizing self-awareness, team development, and systemic leadership. By embracing innovation, fostering strong relationships, and upholding the highest standards of professional practice, principals inspire excellence and drive continuous improvement—both within their schools and across the broader educational landscape.

Roles and Responsibilities 

The Principal is responsible for overall supervision and operation of their individual school. This responsibility includes duties identified by the School Act and the Board of Education (the “Board”), inclusive of school management, program implementation, staff supervision and evaluation, community relations, and site operations.

The Principal is also expected to function as part of a District administrative team and to play an appropriate leadership role in District initiatives.

Principals will be knowledgeable of:

•    The School Act, its Regulations and Ministerial Orders 

•    School District Strategic Plan

•    Board Policies and Administrative Procedures

•    Collective Agreements

•    Framework for Enhancement of Student Learning

•    Emergency Preparedness Plan

•    Local Education Agreements and Enhancement Agreements

•    Applicable Interministerial Protocols

•    BC Ministry of Education Inclusive Education Services: A Manual of Policies, Procedures and Guidelines

•    School Protection Program

•    Occupational Health and Safety Program

•    Other legislation affecting the operation of the school including:

o    Fire Safety Act

o    WorkSafe BC

o    Freedom of Information and Protection of Privacy Act

o    The Teachers Act

o    The Young Offenders (British Columbia) Act

Principals will be responsible for:

1. Educational Leadership and Program Implementation

•    Guide the development and implementation of the District’s shared values, vision, mission and goals to support learning and achievement for all students.

•    Develop school plans for student achievement which will address present and future educational needs of the school/program.

•    Provide leadership and foster conditions which will lead to the improvement of the educational program.

•    Be knowledgeable and provide guidance regarding current curricula, instructional and assessment practices and their impact on student learning and achievement.

•    Ensure that school policies and practices address systemic barriers and support diverse student needs to promote equity and inclusion.

2. School Management and Operations

•    Design and staff an organizational structure, in cooperation with the District administration, which will ensure that educational and administrative functions are carried out effectively and efficiently.

•    Supervise all aspects of the school's operation (educational, financial and facilities) in collaboration with the Assistant Superintendent.

•    Ensure compliance with health and safety regulations and maintain a safe, inclusive, and secure school environment, including emergency and risk management planning.

3. Staff Supervision and Development

•    Provide leadership and foster conditions which will lead to the effective performance of employees.

•    Be responsible for implementation of the Board's collective agreements, including supervision of employees covered by the collective agreements.

4. Community Relations and Engagement

•    Function as part of a District administrative team and to play an appropriate leadership role in District initiatives.

•    Build and support positive and effective working relationships within the school and community.

•    Support and advise the school's Parents’ Advisory Council.

•    Liaise with those community agencies that support the needs of children.

•    Building relationships with Indigenous communities to ensure their voice is included in school planning.

Supporting Internal Documents

•    Excluded Compensation Philosophy – PVP Group

•    Annual Self-Assessment – Principal

NOTE: Vice principals are encouraged to use this document as a framework for their own professional development, aspiring to the standards and responsibilities outlined for the principal as they grow in their leadership role.

Purpose

The Principal and Vice Principal (“PVP”) Leadership Development and Performance Appraisal Framework fosters a comprehensive and holistic approach to ongoing performance coaching. It ensures that school PVPs are well supported by providing formal and informal opportunities for feedback, dialogue and ongoing professional learning. School PVPs are empowered to:

•    Engage with their supervisors in frequent and meaningful dialogue about their performance.

•    Consider the supports they need to achieve their performance goals.

•    Identify ways in which they can enhance their professional growth.

•    Enable effective leadership and positive learning environments for students and staff.

The Administrative Procedure, which includes a formal evaluation process and an informal growth and development framework, is in alignment with the Chilliwack School District’s Strategic Plan (the “Strategic Plan”), the BCPVPA Leadership Standards for Principals and Vice-Principals, the BCSSA The Spirit of Leadership competencies and the FNESC First Peoples Principles of Learning. This growth-oriented process facilitates strengthened leadership practice and professional accountability.

Definitions

•    District Core Values: Equity, Inclusion, Kindness, Collaboration, and Innovation are the Values of the Strategic Plan. Our values are guiding principles and beliefs that endure over time. Our values are embedded into everything we do. 

•    BCPVPA Leadership Standards for Principals and Vice Principals in British Columbia – Consists of four leadership domains and nine leadership standards that PVP must address to promote learning, achievement and success for all students.

•    BCSSA The Spirit of Leadership – Consists of five competencies that outline what leaders Know, Do and Understand to support learning.

•    FNESC First Peoples Principles of Learning – Consists of nine principles that embed Indigenous ways of knowing into leadership practice.

•    Performance Appraisal – a formal evaluation process focused on assessing the competence of the principal or vice principal during the probationary period and as outlined in the procedures section below.

•    360-Degree Feedback Review – a process whereby performance evaluations are collected from supervisors, staff, peers and other stakeholders (such as students, parents and partner groups).

•    Educational Leadership Growth Plan – a structured individual and personalized annual performance plan focused on continuous professional learning and leadership development.

Performance Appraisal – Formal Evaluation

The Performance Appraisal is a formal evaluation process that assesses and guides the growth and development of PVP within the four leadership domains and nine leadership standards as outlined in the BCPVPA Leadership Standards for Principals and Vice-Principals in British Columbia.

The formal Performance Appraisal will take place in the following circumstances: 

•    All vice-principals during their 24-month probationary period.

•    All PVP appointed from outside the district during their 24-month probationary period.

•    When there is cause for concern and an appraisal is requested by the Superintendent  or designate.

•    At the request of any principal or vice-principal within three months of the date of request.

•    All PVP who have never engaged in a formal appraisal process.

PVP must complete a successful Performance Appraisal to move off probation or at the discretion of the Superintendent.

Procedure

1.    The supervisor and principal or vice principal will meet to review the Performance Appraisal document and evaluation methods for data collection before the evaluation process takes place.

2.    Data will be collected from multiple sources, including direct observation, feedback conversations with the principal or vice-principal, artifacts and examples of work, and non-anonymous 360-degree feedback from key stakeholders where appropriate (senior leaders, peers, staff, parents and students).

3.    The supervisor and principal or vice principal will meet to review the formal Performance Appraisal report and sign off. Each party will retain a copy of the report.

4.    The supervisor will provide a copy of the report to:

•    The Superintendent or designate for information; and,

•    Human Resources for record keeping.

360-degree Feedback Review – Informal Evaluation

360-degree feedback is a way for leaders to understand their strengths and weaknesses, using the constructive feedback of others who work with them the most. The process can assist leaders in enhancing self-awareness and self-regulation by comparing their perceptions with those of others to identify gaps, blind spots, and biases that may affect their performance and relationships.

360-degree feedback reviews will take place in the following circumstances:

•    As a method of data collection for the Performance Appraisal evaluation during the 24-month probationary period (where appropriate).

•    Within the first five years of appointment from vice principal to principal, where the Performance Appraisal completed during the probationary period was as a vice principal.

•    As a method of data collection to inform the Educational Leadership Growth Plan.

•    When there is cause for concern and an appraisal is requested by the Superintendent or designate.

•    At the request of any principal or vice-principal within 3 months of the date of request.

Procedure

1.    The supervisor and principal or vice principal will meet to review the 360-degree feedback review process and standard questions that could be included on the survey.

2.    The principal or vice principal selects appropriate questions related to their desired areas of professional growth, including the option to include personalized questions.

3.    The supervisor and principal or vice principal will agree on the stakeholder groups to request feedback.

4.    The electronic and confidential survey will be sent to the target audience via the office of the Assistant Superintendents.

5.    Once completed, the survey results will be reviewed by the supervisor and principal or vice principal and analyzed for areas of opportunity and development.

Educational Leadership Growth Plan – Individual Performance Plan

The Educational Leadership Growth Plan provides a supportive framework for leadership development with a focus on formative self-assessment and self-reflection, to assist with identifying areas of growth and to foster continuous professional learning. This structured process will occur annually once a principal or vice principal has had a successful Performance Appraisal (formal evaluation).

The Educational Leadership Growth Plan should include: 

•    A focus on one BCPVPA leadership domains/standards of the individual’s choosing, alongside a continued focus on the “Instructional Leadership” domain.

•    A focus on BCPVPA leadership standards of the individuals choosing that will align with the identified leadership domain.

•    One to three professional goals aligned with the area(s) of focus for the year, taking into consideration personal areas of development identified, the District Strategic Plan and the school’s growth plan.

•    Actions that will be taken during the year to attain the identified goals.

Procedure

1.    At the start of each school year, the principal or vice principal will be responsible for developing their own Educational Leadership Growth Plan.

2.    Once the Growth Plan is drafted, the supervisor and principal or vice principal will meet to review the plan and agree upon the process and timeline for the year. 

3.    The principal or vice principal will update the Growth Plan regularly, ensuring a portfolio of evidence is included.

4.    The supervisor and the principal or vice principal will meet at least biannually to review the progress of the Growth Plan. 

5.    The final meeting will include an opportunity for reflection and feedback on the goals that were set. 

NOTE

•    The responsibility for acting as a formal supervisor and evaluator rests with the superintendent designate for principals.

•    The responsibility for acting as formal supervisor and evaluator usually rests with the principal for vice principals, however consideration can be given to having another principal or superintendent designate evaluate.

•    Actions set for goals in the formal evaluation or growth plan should include measurable and observable indicators that provide evidence of whether or not goals have been achieved. These indicators should be both qualitative and quantitative. 

•    The principal or vice principal will need to collect baseline data as goals are developed, and as strategies and actions are implemented, to measure achievement.

Supporting Documents     

•    PVP Evaluation and Growth Plan Materials

The purpose of this procedure is to outline the standards of conduct for all employees within the District. These expectations are aligned with the District’s core values of equity, kindness, inclusion, collaboration, and innovation, which should guide the behaviors and actions of staff to support the District’s vision of Syós:ys Iets’e th’ále, lets’emó:t (One heart, one mind, working together for a common purpose).

Definitions

•    District Core Values:

•    Equity – We commit to ensure that everyone receives the required support and experiences they need to be successful and fulfill their potential.

•    Kindness – We demonstrate caring, compassion and empathy towards everyone in order to create a spirit of connectedness in our community.

•    Inclusion – We believe that meaningful inclusion is a right and we support all learners to feel safe, supported and connected through programming that promotes diversity and personalization.

•    Collaboration – We develop strong relationships and achieve the shared goals in our Strategic Plan through a framework of trust and respect.

•    Innovation – We will continue to be curious, creative and open to new ideas so that we can produce high-quality learning outcomes across the system.

•    Professional Boundaries – the verbal, physical, emotional and social distances that an employee must maintain in order to ensure structure, security, and predictability in an educational environment (National Association of State Directors of Teacher Education and Certification [NASDTEC] — “Model Code of Ethics for Educators” [2015]).

•    Fiduciary Responsibility – one in which a person with a particular knowledge and/or ability accepts the trust and confidence of another to act in that person’s best interest.

•    Duty of Fidelity – implied term in the employment contract requiring loyalty on the employee’s part to ensure that their actions and behaviours do not undermine the Employer, hurt the reputation of the Employer, put personal self-interest before obligations to the Employer, or create a conflict of interest in their obligations as an employee due to other roles (such as parent or community member).

•    Social Media – websites and applications that enable users to create and share content or to participate in social networking.  (Examples:  Facebook, Instagram, LinkedIn, Twitter, etc.

•    Drugs - For the purposes of this Procedure, the term “drugs” includes but is not limited to cannabis or any substance which affects a person’s physical or mental capacity or functioning, which causes a marked change in consciousness, or which has a physiological effect when ingested or otherwise introduced into the body, and includes both legal and illegal forms of such substances, but does not include alcohol, or medications taken pursuant to a valid prescription and in accordance with a physician’s directions.

Professional Conduct and Communication:

It is expected that all employees be professional and respectful in all their interactions while in service of the District and to conduct their employment responsibilities in an honest, trustworthy, impartial, diligent, and non-offensive manner.

•    Employees are expected to maintain a high level of professionalism, treating all individuals with respect, dignity, and fairness.

•    Interactions with colleagues, students, parents, and community members should reflect the core values of equity, kindness, inclusion, collaboration, and innovation.

•    Effective and professional communication should be practiced at all times, using appropriate language and tone, both in verbal and written exchanges.

•    Employees must not make comments or engage in conduct which they know or ought to know is intimidating, humiliating, hostile, offensive, discriminatory, or violent.

•    Employees must refrain from any comments or behaviours which are known or ought to be known to discriminate on the basis of race, colour, ancestry, place of origin, political belief, religion, marital status, family status, physical or mental disability, sex, sexual orientation, gender identity or expression, age or unrelated criminal conviction.

Relationships with Students and Parents:

Employees are role models and need to exhibit the highest qualities of character, including honesty, integrity, trustworthiness, and compassion. Employees must never abuse the privileged position of authority, trust, and influence they hold with students and parents.

•    Employees must prioritize the safety, well-being, and educational needs of students, providing a nurturing and supportive environment.

•    Employees must respect and maintain appropriate professional boundaries between themselves and students, acting at all times in a manner consistent with their obligations under any applicable professional code of conduct.

•    All communications with parents and students, both in person and electronic, must respect those appropriate professional boundaries by being formal, courteous, respectful, and relevant to school-related matters.

•    Relationships with students should be based on mutual respect, trust, and appropriate professional boundaries, in recognition of the fiduciary responsibility held by employees in their work with the District.

•    When interacting with parents or guardians, employees should strive to establish open lines of communication, listening attentively, and addressing concerns in a timely and respectful manner.

Off-Duty Conduct and Social Media:

An employee’s actions at work and in their personal life have the potential to negatively affect the District’s operations, reputation and work environment and employees are accountable for those actions. Employees must remember they are role models within the community and must act consistent with their duty of fidelity to the District.

•    Employees are expected to maintain a positive and professional image within the community, even when off-duty.

•    Personal conduct outside of school hours should align with the core values and should not negatively affect the District’s operations, reputation or work environment.

•    Employees must not engage in off-duty activities, including online and social media activity, which place them in a conflict of interest whether actual or perceived.

•    The use of social media should be approached responsibly, ensuring that content shared does not compromise professional integrity or violate the rights and privacy of students, colleagues, or parents.

Appropriate Use of Confidential Information:

When working with confidential information and systems, employees must always follow relevant district protocols and take appropriate safeguards to ensure it is stored securely and protected against unauthorized access. Compliance is required in accordance with the Freedom of Information and Protection of Privacy Act.

•    Confidential student records, personal information, and sensitive data must be treated with the utmost care and confidentiality.

•    Sharing confidential information with unauthorized individuals is strictly prohibited, except as required by law or authorized by the School District.

•    Employees must follow the District procedure for reporting any inappropriate disclosure of confidential, sensitive or non-public information to their direct Supervisor.

Drug and Alcohol Use:

An employee who is or appears to be impaired during their work hours or while engaged in district work, can have a serious adverse effect on the health, safety, and productivity of district employees, and may undermine parent and community confidence and compromise the reputation of the District.

•    The use, possession, sale, or distribution of alcohol, illicit drugs or prescription or non-prescription medication that may have an impairing effect during an employee’s work day (including all breaks) and while on District premises or during school-related activities is strictly prohibited.

•    Employees must not perform duties for the District while impaired by the effects of alcohol, illicit drugs or prescription or non-prescription medication, ensuring the safety and well-being of colleagues and students.

•    Employees are responsible for their use or consumption of alcohol, illicit drugs or prescription or non-prescription medication preceding work and must allow sufficient time for any impairing effects of those substances to have fully resolved prior to the employee attending the worksite.

•    If an employee believes that a worker is impaired by alcohol, illicit drugs or prescription or non-prescription medication, or observes what appears to be an unsafe or harmful condition or act, the employee must take reasonable action to prevent that worker from working and report it to their direct Supervisor immediately.

•    If an employee requires accommodation for medication use or assistance for substance abuse issues, the school district will provide access to resources and support.

Enforcement and Reporting:

The school district administration will ensure that employees are made aware of this administrative procedure and provide any necessary training or resources to uphold these expectations.

Violations of this administrative procedure may result in disciplinary action, which could include verbal or written warnings, mandatory training, suspension, or termination, depending on the severity of the offense and in accordance with applicable employment laws and regulations.

Employees should report any concerns or violations of this administrative procedure to their immediate supervisor or the appropriate designated authority within the school district. Any knowingly false, frivolous, malicious or reckless allegations of concerns or violations will be subject to appropriate remedial consequences, up to and including disciplinary action.

By adhering to this administrative procedure, employees contribute to maintaining a positive, inclusive, and supportive environment within the school district, fostering the growth and success of all students.

These procedures support the implementation of Policy 545 Respectful Workplace and set clear behavioural expectations for respectful conduct.

Where a collective agreement includes provisions respecting the prohibited conduct outlined in these procedures, a process for intervention in the circumstances of the complaint, or right to union representation during a process, then the provisions of the agreement will continue to apply in conjunction with the provisions of this Procedure.

Definitions

Capitalized terms in this Procedure have the meanings set out in the Policy, and the following additional terms shall have the following meanings.

•    Prohibited Conduct – Includes any behaviours or actions that can be defined as Harassment, Discriminatory Harassment, Sexual Harassment, Bullying, Violence or Retaliation.

•    Complainant – an individual who reports a complaint of prohibited conduct directed towards them.

•    Respondent – the person who is alleged to have engaged in prohibited conduct.

•    Witness – someone who observes or has knowledge of behaviours or actions that are considered prohibited conduct where the conduct is not directed towards them.

•    Parties – the individuals directly involved in the complaint, most often the Complainant and Respondent.

Examples of Prohibited Conduct

1.    Bullying and Harassment includes:

•    Verbal or physical abuse, threats, or violence.

•    Yelling, name-calling or insults.

•    Harmful or offensive hazing or initiation practices.

•    Vandalizing someone’s belongings or work equipment.

•    Sabotaging someone’s work.

•    Personal attacks based on someone’s private life or personality traits.

•    Spreading malicious gossip or rumors about a person.

•    Derogatory comments or name calling.

•    Derogatory or degrading posters, cartoons, drawings or gestures.

•    Physical conduct such as assault, obstruction of free movement, uninvited physical contact or interference with work.

•    subtle conduct such as unwelcome non-verbal gestures, manipulation, ignoring or isolating a person.

•    Bullying.

•    Discriminatory harassment.

•    Sexual harassment.

2.    Bullying and Harassment does not include:

•    Human resources management – Supervision, direction or management of employees undertaken in a good faith manner for a legitimate work purpose does not constitute Bullying and Harassment

•    Interpersonal conflict - Work-related disputes between people is not Bullying and Harassment unless the conflict results in behaviour that is considered threatening or abusive. Personal disputes over non work-related matters should not be engaged in at the workplace.

•    Interpersonal relations – Disputes arising from normal social interaction or consensual relationships that are normally connected to the roles and functions in the workplace do not constitute Bullying and Harassment

Reporting Prohibited Conduct

As a Complainant:

1.    If more than one incident, keep a written record of dates, times, the nature of the behaviour, and witnesses, if any.

2.    Where possible, advise the other individual that their conduct is unwelcome and that you believe their behaviour falls under Prohibited Conduct as defined in this Procedure.

3.    If it is not appropriate to approach the individual or if the incident(s) do not stop after speaking with the individual, contact an appropriate party for assistance in addressing the concern (supervisor, Human Resources, union representative).

4.    Submit a written statement of complaint directly to Human Resources if an informal resolution option is not appropriate. The written statement should include detailed information and evidence to support the allegation(s). See section C. Resolution of Complaints of Prohibited Conduct (below).

5.    If the Respondent is a Trustee, the Superintendent of Schools, or the Assistant Director of Human Resources, submit the written statement of complaint directly to the Secretary Treasurer or as defined under collective agreement.

6.    Any person who makes knowingly false, frivolous, malicious or reckless allegations of Prohibited Conduct will be subject to appropriate remedial steps and consequences as outlined in E. Remedial Steps and Consequences (below).

As a Witness:

1.    Where possible and immediately after witnessing prohibited conduct, speak with the Complainant and encourage them to report the conduct to their Supervisor or Human Resources.

2.    Where appropriate, speak with the Respondent to share the impact of their behaviour and to raise awareness of prohibited conduct.

3.    If the incident is severe and warrants immediate action, report the prohibited conduct to your Supervisor or Human Resources.

4.    Any person who makes knowingly false, frivolous, malicious or reckless allegations of Prohibited Conduct will be subject to appropriate remedial steps and consequences as outlined in E. Remedial Steps and Consequences (below).

As a Respondent:

1.    If a Complainant or Witness has advised you that your behaviour is unwelcome and in breach of policy:

1.1.    Listen to the concerns raised.

1.2.    Consider how your behaviour may be impacting others.

2.    If applicable, change behaviours that are unwelcome and be mindful that all employees share a responsibility to each other and the District to refrain from prohibited conduct in the workplace.

3.    Seek assistance from your Supervisor or union representative in understanding the policy and desired behaviours that contribute to a respectful workplace.

Resolution of Complaints of Prohibited Conduct

When a complaint of prohibited conduct is advanced by an employee or where a concern otherwise comes to the attention of the District, steps to promote timely resolution will be taken.

Informal Complaint Resolution:

1.    Dependent on the nature and severity of the alleged conduct, the parties can elect to resolve the issue informally before moving to formal complaint resolution.

2.    Informal methods will be subject to the consent of the individual who is the subject of the alleged prohibited conduct.

3.    Methods may include but are not limited to: mediation, drafting of behavioural guidelines, agreements, apology, or other resolution agreed between the parties and the District.

4.    If a resolution is reached informally, then the parties and the District must agree that the outcome is satisfactory.

Formal Complaint Resolution:

1.    If informal resolution is unsuccessful or not pursued, allegations brought to the District’s attention will be formally reviewed and where appropriate or required by a collective agreement, investigated.

2.    Formal complaints will be treated seriously and responded to promptly.

3.    Allegations must be submitted as a written statement directly from the Complainant or the Witness. See Form 520A Workplace Bullying and Harassment Complaint Form for a suggested template.

4.    The written statement of complaint should include the following:

4.1.    As much detail as possible about the circumstances including dates, times, persons involved, witnesses, and the specific conduct (including specific words)

4.2.    Available relevant documents or other evidence that may support the allegations (including emails, handwritten notes or photographs). 

5.    In normal circumstances, the written statement of complaint should be submitted directly by the Complainant or the Witness. Contact Human Resources for alternative arrangements if this is not possible.

6.    Formal complaints must include the name of the person submitting the written statement and the identity of the Complainant and the nature of the complaint will be made known to the Respondent.

7.    The Respondent will be provided the opportunity to provide a response to the allegation of prohibited conduct to Human Resources, and this explanation will be properly considered.

8.    If there is sufficient information provided in the written complaint or in any circumstances where the District otherwise deems it necessary to do so, the District will carry out a formal investigation.

9.    In the event that a Complainant does not proceed with a formal complaint, the District may still initiate an investigation if deemed necessary to ensure the commitment to providing a respectful workplace, health and safety of persons at the workplace or to comply with any applicable laws including the B.C. Human Rights Code and the Workers Compensation Act and applicable regulations and policies.

Investigations

The following guidelines will apply to Respectful Workplace investigations, with the intent that these procedures and any investigation carried out must be flexible and responsive to the specific circumstances that arise. The District reserves the right to engage in a different procedure as deemed appropriate in any given circumstance in order to meet its statutory obligations regarding a respectful workplace. Where provisions in a collective agreement differ from these Regulations, the provisions in the agreements will apply.

When the Respondent is employed by the District:

1.    The written statement of complaint will be forwarded to Human Resources for  review and investigation if necessary.

2.    Human Resources will ensure the investigation processes applied are consistent with WorkSafeBC requirements and any applicable collective agreement processes, policy or other requirements. Where the matter involves employees under more than one collective agreement, Human Resources will determine the applicable process to investigate the conduct in consultation with union representatives.

3.    An investigator will be assigned who may be a member of the Human Resources department, a designate employed by the District, or an external investigator.

4.    Investigation documentation and records will be submitted to and confidentially maintained by Human Resources.

5.    Any documentation regarding remedial corrective action or discipline will be placed in the appropriate personnel file.

When the Respondent is not employed by the District and is not a Board Member:

1.    The Respectful Workplace Policy and Regulations are intended for employees and board trustees.

2.    Allegations of prohibited conduct from a parent or visitor should be addressed through either Administrative Procedure 460 (Reporting Incidents of Violence), the school’s code of conduct or the School Act.

3.    In extreme circumstances, an investigation may be conducted at the discretion of Human Resources.

When the Respondent is a Trustee or the Superintendent of Schools:

1.    The written statement of complaint will be forwarded to the Secretary Treasurer or as defined under collective agreement.

2.    Without undue delay, the District will engage an external independent investigator.

3.    Investigation documentation and records will be submitted to and confidentially maintained by the Secretary Treasurer.

4.    Where parties include Trustees, Human Resources will seek legal advice to determine an appropriate process which engages the Board and which may be contained in the applicable Board Trustee policy.

In all circumstances where an investigation is conducted:

1.    The District will ensure that the investigation processes applied are timely, and consistent with due process and any applicable legislated or policy requirements.

1.1.    The District will maintain confidentiality of related information and will share such information only as necessary to ensure that the investigation is fair, to address the outcome of any investigation, and as may otherwise be required by legislation or enforceable order.  

1.2.    When a formal investigation is completed, the Complainant and Respondent will be notified of the conclusion and findings of the investigation. Remedial steps will be taken by the District if needed and shared with the appropriate parties.

1.3.    Participants in an investigation are expected to cooperate fully and truthfully in any investigation process undertaken by the District and to maintain confidentiality.

1.4.    For District employees, subject to any applicable grievance process, the decision of the District in respect of the outcome of a complaint is final and not subject to appeal.

Remedial Steps and Consequences

All conduct that is found to constitute a breach of this Procedure will be addressed by attempting to remedy the harm caused and prevent further harm.  

This may include:

•    Introduction of procedural safeguards including limitations on conduct.

•    Restorative processes.

•    Counselling or mediation.

•    Conflict resolution or other applicable training.

•    Adjustments to work assignment or organization.

•    Corrective or disciplinary action as appropriate, up to and including termination of employment.

•    Application of the School Act.

•    Measures under the applicable Board Trustee Policy or Procedure.

Confidentiality

All persons to whom this Procedure applies are expected to respect and preserve the confidentiality of any complaint and process brought under this Procedure.

Confidentiality of any complaint or process under this Procedure will be maintained to the extent possible and information will be disclosed only to the extent necessary to carry out procedures provided for within this Procedure, including the conduct of a fair investigation and the implementation of corrective and remedial measures, and where disclosure is required under lawful authority. In all circumstances, only the minimum amount of information required will be disclosed.

A breach of confidentiality may result in discipline up to and including dismissal, or other corrective action as appropriate.

Retaliation

Retaliation damages the workplace by intimidating and silencing individuals for speaking up or for offering support.

The District prohibits retaliation against any employee for reporting conduct in violation of this Procedure, or against any employee for participating in an investigation or complaint. Such retaliation against an individual will be treated as a serious violation of this Procedure and will be subject to disciplinary action up to and including dismissal.

False Complaints

Complaints or reports of prohibited conduct are serious matters. Employees who are found to have made frivolous, vexatious, or malicious complaints may be subject to disciplinary action, up to and including termination of employment.

The Board will host an annual reception for all employees including teachers, support staff, principals and vice principals, managers and executive members who are being recognized for the following achievements:

•    Long Service Recognition – All employees who have attained 20 years of service in the Chilliwack School District. Long service employees will be provided with a gift valued at no greater than $200.

•    Retirement Recognition - All retiring regular employees including teachers, support staff, principals and vice principals, managers and executive members who have a minimum of 10 years of service in the Chilliwack School District. Retiring employees will be provided with a gift valued at no greater than $250.

The Superintendent, in consultation with the Board, shall be responsible for planning the employee recognition reception.

The reception will be conducted as a social event and will include refreshments. Employees will be invited to bring a guest to the event and their Principal or Manager will also be invited to attend.

Ongoing Site-Based Recognition

Principals, Vice Principals, Managers, Executive Staff and Trustees are encouraged to regularly acknowledge the contribution of employees through informal recognition and conversation.

Staff requests for expense reimbursement require pre-approval by the individual's supervisor. For the purpose of authorization of expenses, the Board Chair is considered the supervisor for the Superintendent of Schools.

Joint Funds:

Reimbursement of expenses approved through joint funds with employee groups shall be governed by the committees responsible for those funds. All reimbursements must adhere to Board policy and regulations.

Reimbursement Procedure:

Expenses will be reimbursed after the expense has been incurred using forms available from the Financial Services Department. The following allowances shall be used.

Meal Allowances/Expenses (Per Diem):

These amounts include gratuities and any taxes levied.

For partial days, the specific meals purchased will be used. If a meal or meals are included in a conference package or are pre-paid in some other manner, those meals shall be deducted from the per diem.

Within the district, meals must be authorized by the budget manager for the specific account charged and must fall within the per diem guidelines. Meal expenses outside the district must be within the per diem rates or be supported by receipts and approved by the budget manager. The reimbursement request or receipt must be accompanied by a list of persons in attendance.

Costs for alcohol will not be reimbursed.

Travel Costs:

Kilometers driven in a private vehicle on Board business will be reimbursed the current rate prescribed by the CRA unless otherwise stated in a collective agreement. For out-of-district trips, the maximum car travel reimbursement will equal the economy class airfare for the equivalent trip.

Reimbursement of actual costs of ferries, buses or taxis will be based upon receipts submitted.

Air travel shall be by economy class. All purchase bonuses, or other gifts of purchase, are the property of the school district.

Employees are responsible for their own medical and any additional travel insurance coverage.

Reimbursement of mileage and insurance costs for teachers are covered in the collective agreement and may differ from this policy.

Lodging Expenses:

The Board shall reimburse lodging costs based on receipts submitted. Wherever possible, when travelling in British Columbia, accommodation should be arranged in hotels/motels listed in the Business Travel Guide published by the BC government, at the government rate. Receipts must be attached for all lodging expenses, including hotel invoices.

In cases where there is not a charge for accommodation (e.g. home of a friend or relative), a claim for $20 per night may be made.

Extended Stays or Travelling with Companions:

The Board will only reimburse travel costs and hotel lodging for the employee.

Gifts & Honoraria:

There may be, from time to time, a need for an employee to incur other kinds of expenses such as hosting and/or gifts for others. The actual costs of such expenses will be reimbursed on the approval of the supervisor.

Purchase Cards:

Purchase cards are for district business and may not be used for personal expenses. Purchase cards are expected to be used wherever possible for all business related expenses instead of personal credit cards.

Annual Review:

All per diem and other cost rates will be reviewed annually.

The purpose of this procedure is to outline the District’s expectations for all employees to act in a manner that will enhance its reputation for honesty, integrity and reliability and to ensure services are carried out in the best interest of students. As such, employees of the District shall not place themselves in a position of conflict of interest and must carry out their duties and responsibilities professionally and impartially and to anticipate and avoid conflicts of interest.

While the District recognizes the right of public service employees to be involved in activities as citizens of the community, conflict must not exist between employees’ private interests and the discharge of their job-related duties. Upon accepting a position in the District, employees must arrange their private affairs in a manner that will prevent conflicts of interest, or the perception of conflicts of interest, from arising.

Definitions

•    Conflict of Interest – when an employee’s personal or financial interests interfere with their professional responsibilities and obligations to the school district and/or where the employment relationship is used to personally benefit or provide an inappropriate personal advantage. A conflict of interest may involve financial gain, preferential treatment, bias, or the potential for undue influence.

•    Financial Conflict of Interest – an activity which might reasonably be perceived as using the employment relationship for inappropriate financial advantage.

•    Non-Financial Conflict of Interest – situations where an employee's personal relationships, affiliations, or non-financial interests may interfere or appear to interfere with their ability to perform their duties objectively and impartially.

•    Family Member – includes a spouse or relative.

Financial Conflicts of Interest

Financial interests which may give rise to a conflict of interest may include, but are not limited to, investments, ownership interests, employment outside the school district, and contracts with vendors or service providers.

Employees are not permitted to:

•    use the District’s property, information or position for personal gain.

•    engage in any outside business or activity that is detrimental to the District.

Employees are not permitted to tutor or provide other private professional services for students unless they conform to the following guidelines:

1.    That the students are not enrolled in the employee’s worksite(s).

2.    Normally teachers on call (TOC’s) and casual employees are not limited by restrictions in #1 above unless they are assigned to that worksite on a regular basis.

3.    That the tutoring will not take place on Board property.

Other examples of financial conflicts of interest include:

•    Engaging in activities outside of regular employment duties, during regular working hours or at the work site, that either involves or promotes the employee’s business, an organization in which the employee has a financial interest, or that of family member, partner / business associate or close friend.

•    Promoting the employee’s personal business or professional services to students.

•    Using school district facilities, materials and equipment for external business purposes.

•    Approving purchase orders for the District where an employee has a financial or other interest in those goods and/or services.

•    Involvement in a process or a decision that would result in a direct financial benefit to the employee, an organization in which the employee has a financial interest, or a family member, partner, business associate or close friend.

Non-Financial Conflicts of Interest

Employees must not use their position to make a decision or effectively influence a decision benefiting a family member, partner, business associate or close friend.

Examples of non-financial conflicts of interest include:

•    Hiring or influencing the hiring of persons falling into one or more of the categories identified above.

•    Being a member of a selection committee that will place or hire persons identified above.

•    Supervising or evaluating an employee who is a family member.

•    Requesting a replacement worker who is a family member

•    Giving or accepting gifts that may be perceived as potentially influencing decisions or compromising impartial decision-making.

•    Engaging in situations that may lead to favoritism, preferential treatment, or compromise the integrity of the school district.

Process to Apply for a Determination or Exception

1.    When an employee becomes aware of a potential conflict of interest, they are required to request a determination in writing from the Superintendent (or designate) before engaging in the activity.

2.    The Superintendent or designate will evaluate the disclosure and if there is a conflict or potential conflict, will determine if an exception may be granted with appropriate measures in place to manage the conflict or potential conflict.

3.    If an exception is granted, it will be documented in writing, specifying any conditions or restrictions that apply.

4.    In cases where a conflict or potential conflict cannot be resolved through an exception, the employee may be required to recuse themselves from specific decisions, responsibilities, or employment relationships that would create or appear to create a conflict.

Confidential Information

Employees must ensure that confidential information received as a result of employment with the District remains confidential, and is not to be divulged to anyone other than individuals authorized to receive such information. This includes confidential information received verbally, or in written or electronic form. Employees must not use or disclose such confidential information for their personal benefit, for the benefit of organizations in which the employee has a financial interest, or for the benefit of family members or others with whom the employee has a personal relationship.

Refer to Policy 210 – Privacy and Administrative Procedure 255 – Privacy Management Program for additional information and expectations of District employees regarding privacy and personal information.

Enforcement and Reporting:

Violations of this administrative procedure may result in disciplinary action, which could include verbal or written warnings, mandatory training, suspension, or termination, depending on the severity of the offense.

Employees should report any concerns or violations of this administrative procedure to their immediate supervisor or the appropriate designated authority within the school district. The District will not retaliate against anyone who reports in good faith suspected unethical conduct, potential or actual violations of this Procedure, or violation of laws or regulations.

For suspected violations falling under the Public Interest Disclosures Act, refer to Policy 520 – Public Interest Disclosures and Administrative Procedure 510 – Public Interest Disclosures for further information and direction on reporting serious or systemic issues of wrongdoing without risk of retaliation.

Any knowingly false, frivolous, malicious or reckless allegations of concerns or violations will be subject to appropriate remedial consequences, up to and including disciplinary action.

These procedures support the implementation of Policy 520 Public Interest Disclosure.

Definitions

Capitalized terms in this Procedure have the meanings set out in the Policy, and the following additional terms shall have the following meanings.

•    Designated Officer: the Superintendent and any other senior member of Personnel designated by the Superintendent from time to time, which includes, in accordance with section 4 of this Procedure, the Secretary Treasurer, Assistant Director of Human Resources, and the Chair of the Board of Education.

•    Disclosure Form: Form 550A: Whistleblower Complaint Report Form.

•    Ombudsperson: The Ombudsperson of British Columbia.

•    Policy: Policy 520: Public Interest Disclosures. 

•    Protection Official:

•    in respect of a health-related matter, the provincial health officer.

•    in respect of an environmental matter, the agency responsible for the Emergency Program Act.

•    in any other case, a police force in British Columbia. 

•    Referral: a referral of allegations of Wrongdoing received from the Ombudsperson or another government institution for investigation by the School District in accordance with the PIDA.

•    Respondent: a person against whom allegations of Wrongdoing or a complaint of reprisal is made.

•    School:

•    a body of students that is organized as a unit for educational purposes under the supervision of a principal, vice principal or director of instruction.

•    the teachers and other staff members associated with the unit, and the facilities associated with the unit.

•    and includes a Provincial resource program and a distributed learning school operated by a board.

•    Supervisor:

•    an Employee’s direct management supervisor.

•    for School-based Employees, the Principal or any Vice-Principal at the School where the Employee is assigned.

•    Urgent Risk: when a member of Personnel reasonably believes that a matter constitutes an imminent risk of a substantial and specific danger to the life, health or safety of persons or to the environment.
 

1.    Who May Make a Disclosure

1.1.    Any Employee may report Wrongdoing under this Policy if the alleged Wrongdoing occurred while the Employee was employed or engaged by the School District.

1.2.    Complaints or reports received from members of the public, school trustees, or from Employees who were not employed with the School District at the time that Wrongdoing occurred or is alleged to have occurred are outside the scope of the Policy and this Procedure.

2.    How to Make a Disclosure

2.1.    An Employee who reasonably believes that a Wrongdoing has been committed or is about to be committed may make a Disclosure to any of the following:

2.1.1.    that person’s Supervisor.

2.1.2.    the Superintendent.

2.1.3.    a Designated Officer other than the Superintendent.

2.1.4.    the Ombudsperson.

2.2.    A Disclosure should be submitted in writing using the Disclosure Form or in other written form, and include the following information if known:

2.2.1.    a description of the Wrongdoing.

2.2.2.    the name of the person(s) alleged to be responsible for or to have participated in the Wrongdoing.

2.2.3.    the date or expected date of the Wrongdoing.

2.2.4.    if the Wrongdoing relates to an obligation under a statute or enactment, the name of that statute or enactment.

2.2.5.    whether the Wrongdoing has already been reported, and if so, to whom and a description of the response received.

2.3.    A Disclosure may be submitted to the School District on an anonymous basis but must contain sufficient information to permit the School District to conduct a full and fair investigation into the alleged Wrongdoing. If a Disclosure does not contain sufficient detail to permit investigation, the School District may take no action with respect to the Disclosure. Any notices required to be given to a Discloser under this Policy or the PIDA will not be provided to an anonymous Discloser, except at the discretion of the Designated Officer and where the Disclosure has provided contact information.

2.4.    A Discloser who is considering making a Disclosure may request Advice from any of their union representative or employee association representative, a lawyer, their Supervisor, a Designated Officer, or the Ombudsperson.

2.5.    A Discloser should not make a Disclosure to a person if the allegations relate, in whole or in part, to Wrongdoing by that person, and any person who receives a Disclosure or Referral and reasonably believes that the allegations of Wrongdoing relate to their own acts or omissions must refer the allegations of Wrongdoing to another person under this Policy with responsibility for receiving a Disclosure.  

3.    How to Make a Disclosure About Urgent Risk

3.1.    The PIDA permits Employees to make public disclosures if the Employee reasonably believes that a matter poses an Urgent Risk.  An Urgent Risk only arises if there is reasonable and credible evidence of an imminent risk of a substantial and specific danger to the life, health or safety of persons or to the environment.

3.2.    Before making a public disclosure of an Urgent Risk the Employee must:

3.2.1.    consult with the relevant Protection Official (public health officer, Emergency Management BC, or police).

3.2.2.    receive and follow the direction of that Protection Official, including if the Protection Official directs the Employee not to make the public disclosure.

3.2.3.    refrain from disclosing, publishing or otherwise sharing Personal Information except as necessary to address the Urgent Risk.

3.2.4.    refrain from disclosing any information that is privileged or subject to a restriction on disclosure under the PIDA or any other enactment of British Columbia or Canada, including legal advice privilege, litigation privilege or another ground of common law privilege.

3.2.5.    seek appropriate advice if the Employee is uncertain about what Personal Information, privileged or other information may be disclosed as part of a public disclosure.

3.3.    An Employee who makes a public disclosure in relation to an Urgent Risk is expected to provide timely notification to their Supervisor or the Superintendent about the public disclosure or submit a Disclosure in accordance Section 2: How to Make a Disclosure.

3.4.    If the Employee decides not to make a public disclosure or is directed by a Protection Official not to do so, the Employee is nevertheless expected to report Urgent Risks without delay to the Superintendent or a Designated Officer.

4.    Referral of Disclosure to Designated Officer

4.1.    Each Supervisor and any other Employee who receives a Disclosure or Referral under this Policy must promptly refer the Disclosure or Referral, including all Disclosures Forms and other materials supplied, to the appropriate Designated Officer as follows:

4.1.1.    Unless the allegations concern alleged Wrongdoing by the Superintendent, the Disclosure or Referral shall first be referred to the Superintendent, who may delegate their duties under the Policy and this Procedure to any other Designated Officer.

4.1.2.    If the allegations concern alleged Wrongdoing by the Superintendent, then the Disclosure or Referral should be referred to a Designated Officer other than the Superintendent to assess whether the Disclosure falls within the scope of the PIDA or Board Policy 520. If so, then the Disclosure should be referred to the Office of the Ombudsperson.

5.    Responsibilities of the Designated Officer

5.1.    The Designated Officer is responsible to:

•    Receive and respond to any Disclosure or Referral.

•    Receive and respond to reports made by Personnel about Urgent Risks.

•    If the Designated Officer reasonably believes that an Urgent Risk exists, the Designated Officer may make a report to the relevant Protection Official.

•    Review allegations of Wrongdoing in a Disclosure or Referral and determine if they fall within the scope of the PIDA or Policy 520.

•    Refer disclosures or allegations falling outside the scope of the PIDA or this Policy to the appropriate authority or dispute resolution process, as applicable.

•    If a Disclosure relates to Wrongdoing at another government body that is subject to the PIDA, refer the Disclosure to that institution.

•    Seek clarification of the allegations of Wrongdoing from the Discloser or referring institution as needed.

•    If appropriate, initiate an Investigation into allegations of Wrongdoing in accordance with Section 6: Responsibilities of Employees.

•    Assess the risk of any Reprisal to the Discloser, and take appropriate action, if any, to mitigate that risk.

•    Manage communications with the Discloser and Respondent.

•    Notify the Discloser and the Respondent of the outcome of the Investigation in accordance with Section 7: Investigations.

•    Ensure that, in accordance with Section 8: Privacy and Confidentiality, all Personal Information received by the School District related to the Disclosure, Referral, request for Advice or any Investigation is appropriately protected against such risks as unauthorized access, collection, use, disclosure, theft or loss in accordance with FIPPA and PIDA.

6.    Responsibilities of Employees

6.1.    All Employees are responsible to:

6.1.1.    make any Disclosures in good faith and on the basis of a reasonable belief that Wrongdoing has or is expected to occur.

6.1.2.    refrain from engaging in Reprisals and report all Reprisals in accordance with this Procedure and the PIDA.

6.1.3.    maintain the confidentiality of Personal Information received in connection with a Disclosure, Referral, request for Advice or Investigation in accordance with the Policy, this Procedure, and the PIDA.

6.1.4.    provide their reasonable cooperation with investigations by the School District or the Ombudsperson.

6.1.5.    seek appropriate advice if an Employee is uncertain about whether to make a Disclosure or a public disclosure of an Urgent Risk.

6.1.6.    comply with the requirements of this Procedure and the PIDA concerning Urgent Risks.

7.    Investigations

7.1.    Every person involved in receiving, reviewing and investigating Disclosures, Referrals or complaints of Reprisals must carry out those function in an expeditious, fair and proportionate manner as appropriate in the circumstances and as required under the PIDA.

7.2.    The School District shall seek to complete all Investigations within 30 calendar days of receipt of a Disclosure or Referral or complaint of Reprisals, but the Designated Officer may shorten or extend this time period depending on the nature and complexity of the allegations.

7.3.    The Designated Officer may expand the scope of any Investigation beyond the allegations set out in the Disclosure or Referral to ensure that any potential Wrongdoing discovered during an Investigation is investigated.

7.4.    All Investigations shall be conducted by an internal or external investigator with sufficient qualifications and experience to carry out the Investigation.

7.5.    The Designated Officer may consult with the Ombudsperson regarding a Disclosure or Referral or refer allegations of Wrongdoing in whole or in part to the Ombudsperson, provided that notice of the referral is provided to the applicable Discloser.

7.6.    The Designated Officer may refuse to investigate or postpone or stop an Investigation if the Designated Officer reasonably believes that:

7.6.1.    the Disclosure or Referral does not provide adequate particulars of the Wrongdoing.

7.6.2.    the Disclosure or Referral is frivolous or vexatious, has not been made in good faith, has not been made by a person entitled to make a Disclosure or Referral under the Policy or the PIDA, or does not deal with Wrongdoing.

7.6.3.    the Investigation would serve no useful purpose or could not reasonably be conducted due to the passage or length of time between the date of the alleged Wrongdoing and the date of the Disclosure or Referral.

7.6.4.    the Disclosure relates solely to a public policy decision.

7.6.5.    the allegations are already being or have been appropriately investigated by the Ombudsperson, the School District or other appropriate authority.

7.6.6.    the Investigation may compromise another investigation.

7.6.7.    the PIDA otherwise requires or permits the School District to suspend or stop the Investigation.

7.7.    Subject to the School District’s obligations under FIPPA and Section 2.3. above, the Discloser and the Respondent(s) will be provided with a summary of the School District’s findings, including:

7.7.1.    notice of any finding of Wrongdoing.

7.7.2.    a summary of the reasons supporting any finding of Wrongdoing.

7.7.3.    any recommendations to address findings of Wrongdoing.

8.    Privacy and Confidentiality

8.1.    All Personal Information that the School District collects, uses or shares in connection with a Disclosure, Referral, or request for Advice, or an Investigation shall be treated as confidential and shall be used and disclosed by the School District only as described in the Policy, the Procedures and the PIDA unless otherwise permitted or required under FIPPA or other applicable laws.

8.2.    Personal Information that is collected, used or shared by the School District in the course of receiving, responding to or investigating a Disclosure, a request for Advice, a Referral, or a complaint of a Reprisal shall be limited to the Personal Information that is reasonably required for these purposes.

8.3.    Any person who receives information about the identity of a Discloser shall maintain the identity of the Discloser in confidence, and may only use or share that information for the purposes described in this Policy or the PIDA, except with the consent of the Discloser or as authorized or required by the PIDA or other applicable laws.

8.4.    The School District shall ensure there are reasonable security measures in place to protect all Personal Information that the School District collects or uses in the course of receiving or responding to a Disclosure, a request for Advice, a Referral, or complaint of a Reprisal or conducting an Investigation, including by ensuring that such information is subject to appropriate controls to ensure that it is only shared internally on a need to know basis.

9.    Reprisals

9.1.    The School District will not tolerate Reprisals against Employees.

9.1.1.    Any Employee who believes that they have been the subject of a Reprisal may make a complaint to the Ombudsperson, who may investigate in accordance with the procedures set out in the PIDA.
Any person who engages in any Reprisals shall be subject to disciplinary action up to and including, for an Employee, dismissal for cause.

Purpose

This Administrative Procedure outlines the conditions and process under which Chilliwack School District (“District”) Excluded and Management staff (“MGMT-Leaders”) may adjust their work schedules or accrue compensatory time for additional hours worked beyond their regular schedule. This ensures consistent application, transparency, and compliance with organizational practices while recognizing the need for flexibility in managing workload demands.

Guidelines

In general, MGMT-Leaders are not entitled to overtime under the Employment Standards Act (the “Act”). Due to increased workload or specific projects, MGMT-Leaders may occasionally be required to put in additional hours outside of their regular workday. In such circumstances, they should work with their supervisor to adjust their daily schedule to either accommodate the additional workload or to exercise flexibility in start/end times to balance out the additional hours worked. As this provision is above and beyond the Act, MGMT-Leaders are not expected to track additional hours worked.

Examples of flexible scheduling for MGMT-Leaders could include:

•    A manager works one hour overtime a few times in a week to meet a deadline. They can arrange with their supervisor to start late or leave early at a mutually agreeable time.

•    A manager is required to attend a two-hour committee meeting immediately after their regularly scheduled workday. They can arrange with their supervisor to change their schedule to start later that day.

•    A manager is required to attend a meeting an hour ahead of their regularly scheduled workday and stay an hour late. They can arrange with their supervisor to start late or leave early at a mutually agreeable time.

•    A manager needs to take an emergency call during the evening and works for an hour. They can arrange with their supervisor to start late or leave early at a mutually agreeable time.

In specific circumstances (where the above recommended flexibility in schedule is not possible), MGMT-Leaders will be eligible to accrue compensatory time with pre-approval from their supervisor as follows:

•    Time spent at evening or weekend meetings or Board of Education (“Board”) business outside of regular hours.

•    Time spent at sessions of Committee and Board meetings outside of regular hours.

•    Time spent at public sessions where the individual is in attendance under direction or with the understanding that they should attend.

•    Time spent working after hours or on weekends under the direction or request of a supervisor and related to meetings, projects, specific work, or other extenuating circumstances.

Compensatory time will be tracked and approved as follows:

1.    The employee will receive written approval from their supervisor for the additional work that would meet the criteria for compensatory time prior to engaging in the activity. If flexible scheduling can be accommodated, the manager should not request compensatory time.

2.    Time accrued will be tracked hour-for-hour on a calendar year basis, January 1 to December 31 and submitted each December for approval.

3.    Approved compensatory time will be banked and available to use the following calendar year. 

4.    The maximum Compensatory Time that can be accrued in one calendar year is 3 days or 21 hours. Additional time will be approved by the supervisor and Human Resources on a case-by-case basis.

5.    Time will be banked on an hour-for-hour basis, with a maximum of 7 hours for one day.

Compensatory time accrued must be taken in the immediate calendar year after it is banked. Any remaining banked compensatory time from the prior the year will be paid out at December 31 of that year.

Procedure:

1.    The Manager will receive pre-approval from their supervisor prior to engaging in additional work. 

2.    The Manager will track approved additional time worked on the District compensatory time form.

3.    Each December, the Manager will submit the form to their supervisor for final review and approval.

4.    Approved forms will be submitted to Human Resources. The Manager will be allotted the approved compensatory days in their bank to use in the immediate calendar year.

5.    The Manager can request paid leave of absence using their banked compensatory days at a mutually agreeable time and based on operational requirements.

6.    Days taken as compensatory days are to be booked following the usual leave of absence process via the online employee information system.

7.    At the end of each calendar year, the Manager will have any remaining banked compensatory days paid out.

Reference

•    Form 520A: Compensatory Time for Excluded and Management

Purpose

This Administrative Procedure (“Procedure”) aims to provide a comprehensive approach to supporting the ongoing development of management leaders (“MGMT-Leaders”) within the Chilliwack School District (the “District”). By promoting professional growth, authentic feedback and goal alignment, the framework nurtures a culture of kindness through supportive development, ensures equity by acknowledging diverse leadership paths, fosters inclusion by promoting dialogue and shared accountability, fuels collaboration by setting common goals, and cultivates innovation by encouraging continuous learning and improvement.

MGMT-Leaders are empowered to:

•    Engage in meaningful discussions about their performance and growth with their supervisors.

•    Identify areas for professional development aligned with their roles and the District's strategic goals.

•    Foster effective leadership practices and contribute positively to the organization's success.

Definitions

•    District Core Values: Our values are guiding principles and beliefs that endure over time. Our values are embedded into everything we do. Equity, Inclusion, Kindness, Collaboration, and Innovation are the Values of the District’s Strategic Plan.

•    Performance Evaluation: a formal annual assessment that evaluates the competence, achievements, and growth of leaders to ensure alignment with their roles, goals, and the organization's strategic objectives.

•    Professional Growth Plan: a structured, individualized annual performance plan designed to foster continuous professional learning, self-assessment, and leadership development with a focus on aligning with organizational goals and personal areas of development.

•    360-Degree Feedback Review: a process whereby evaluations of performance are collected anonymously from supervisors, staff, peers, and other stakeholders / partner groups.

•    S.M.A.R.T. goals: individual performance goals that are Specific, Measurable, Achievable, Relevant, and Time-Bound.

Framework:

1.    Ongoing Check-In Meetings

Objective: 

Ongoing check-ins or one-to-one meetings provide a platform for MGMT-Leaders to establish and maintain regular communication with their supervisors, fostering continuous support and guidance on their work throughout the year. These informal check-ins are separate from performance or professional growth conversations.

Procedure:

1.    Frequency: Employees will schedule regular check-in meetings with their supervisors to discuss progress, challenges, and development needs in their daily work. These meetings should occur at least once a month but may be more frequent as needed.

2.    Agenda: The agenda should be driven by the employee and may include updates on deliverables, discussion of challenges or roadblocks, identification of additional opportunities for growth, and any other relevant topics.

3.    Preparation: Employees should come prepared to discuss their achievements, challenges, and questions since the last meeting, as well as any specific areas where they require support or guidance.

4.    Supervisor Role: Supervisors will provide feedback, guidance, and support to help MGMT-Leaders navigate challenges, develop their skills, and work effectively.

5.    Documentation: Both the employee and the supervisor should maintain records of key discussion points, action items, and decisions made during check-in meetings.

2.    Professional Growth Plan Process

Objective: 

The Professional Growth Plan process offers a structured framework for fostering leadership development of management leaders, emphasizing self-assessment and self-reflection to identify areas of improvement and encourage ongoing professional growth. This process occurs annually.

Procedure:

1.    Identification of Focus Areas: At the start of the annual performance cycle, the employee will identify a primary focus area for their professional development and leadership growth that year, in alignment with the knowledge and skills required for their role, their departmental operational plan or school growth plan goals and the District's strategic objectives.

2.    Creation of Goals: The employee will develop specific S.M.A.R.T. goals related to their chosen focus area, outlining both qualitative and quantitative indicators of success. Goals should include:

•    Connection to the knowledge, skills and abilities of the employee’s position.

•    Alignment with the District’s strategic goals and priorities, ensuring that the employee’s growth directly contributes to the organization’s success.

•    Reference to the SD33 Core Values and any external frameworks based on the employee’s membership in professional associations.

3.    Supervisor Review: The employee will meet with their supervisor to review and finalize their annual goals, ensuring alignment with role expectations and organizational priorities.

4.    Development of Action Steps: The employee will outline actionable steps to achieve their goals, including participation in relevant training, workshops, projects, and collaboration with peers, in collaboration and with input from their supervisor.

5.    Regular Check-Ins: The employee will engage in regular check-ins with their supervisor to discuss progress, challenges, and adjustments related to their Professional Growth Plan. These check-ins can be incorporated into regularly scheduled one-to-one meetings as a standing agenda item.

6.    Mid-Year Review: At mid-performance cycle, the employee and supervisor will meet to formally review and assess the Professional Growth Plan goals and completion of action steps. This is also an opportunity to formally make any adjustments to the Professional Growth Plan in anticipation of the final review meeting.

7.    Final Review: At the end of the annual performance cycle, the employee and supervisor will meet to review and reflect on the goals that were set and opportunities for the next performance cycle.  

8.    Growth Plan Cycle Continuation: Each annual performance cycle will follow the same procedure.

3.    Performance Evaluation Process

Objective:

The annual Performance Evaluation aims to formally assess the competence, achievements, and performance of MGMT-Leaders within the District. The evaluation occurs annually each spring in alignment with the exempt compensation cycle and is tied to the annual performance increase.  

Procedure:

1.    Setting Expectations: The supervisor and employee will meet to discuss the purpose, expectations, and process of the formal evaluation. They will review the evaluation criteria, aligning them with the employee's roles, responsibilities, and the departmental goals.

2.    Data Collection: Data will be collected from various sources, including:

•    Direct observations of the employee’s performance and interactions.

•    Feedback conversations between the employee and supervisor.

•    Artifacts and examples of the employee's work.

•    The employee’s self-assessment of their performance.

•    Where appropriate, 360-degree feedback from stakeholders, including peers, subordinates, and collaborators.

3.    Analysis and Documentation: The supervisor will analyze the collected data to assess the employee's performance and growth. The findings will be documented in a formal performance evaluation report.

4.    Formal Evaluation Meeting: The supervisor and employee will schedule a meeting to discuss the formal evaluation report. The report will cover strengths, areas for improvement, and achievements related to the manager's roles, goals, and alignment with the organization's values and strategic goals.

5.    Performance Rating and Feedback: The employee will be assigned a performance rating that reflects their achievements and contributions. The supervisor will provide constructive feedback, discussing the employee's performance, growth, and opportunities for further development. This rating will inform the annual performance increase in alignment with the District’s exempt compensation philosophy.

6.    Sign-off and Documentation: The formal evaluation report, including the performance rating, feedback, and development plan (if required), will be signed by both the supervisor and the employee. Each party will retain a copy of the report for their records.

7.    Goal Setting and Development Plan: Based on the evaluation discussion, if a development plan is required the supervisor and employee will collaboratively set goals and identify areas for improvement. An actionable development plan will be formulated, outlining specific strategies, actions, and resources to support the employee's growth.

8.    Evaluation Cycle Continuation: Subsequent annual formal evaluations will follow the same procedure.

4.    Performance Evaluation Process – Probationary Period

Objective:

The probationary Performance Evaluation aims to formally assess the MGMT-Leader’s performance and support their onboarding and growth within the first six months in a new position.

Procedure:

1.    Initiation of Formal Evaluation: The supervisor will initiate the formal performance evaluation process for an employee who is nearing the end of the initial six-month period in their current position.

2.    Setting Expectations: The supervisor and employee will meet to discuss the purpose, expectations, and process of the formal evaluation. They will review the evaluation criteria, aligning them with the employee's roles, responsibilities, and the organization's goals.

3.    Data Collection: Data will be collected from various sources, including:

•    Direct observations of the employee’s performance and interactions.

•    Feedback conversations between the employee and supervisor.

•    Artifacts and examples of the employee's work.

4.    Analysis and Documentation: The supervisor will analyze the collected data to assess the employee’s initial performance and potential for growth in the position. The findings will be documented in a formal performance evaluation report.

5.    Formal Evaluation Meeting: The supervisor and employee will schedule a meeting to discuss the formal evaluation report. The report will cover strengths, areas for improvement, and achievements related to the employee's roles, goals, and alignment with the organization's values and strategic goals.

6.    Performance Feedback: The supervisor will provide constructive feedback, discussing the employee's performance, growth, and opportunities for further development. This feedback will inform the subsequent professional growth plan process for that year.

7.    Sign-off and Documentation: The formal evaluation report will be signed by both the supervisor and the employee. Each party will retain a copy of the report for their records.

8.    Conclusion of Probationary Period: Upon successful performance rating, the employee will move off the probationary period and will participate in the annual Performance Growth Plan process and annual Performance Evaluation process. Should the probationary formal evaluation occur within six months of the annual Performance Evaluation cycle, the employee can choose to participate in another formal evaluation or request that the probationary evaluation be used as consideration for the annual performance increase.

9.    Extension of Probationary Period: Upon unsuccessful performance rating, the supervisor can make a petition to the Superintendent or designate to extend the probationary period of the employee. If the request is approved, a performance development plan will be established to set goals and areas for further development to improve performance. A second probationary formal evaluation will be conducted at the end of this extension, following the procedure above. 

Note:

This Procedure will be periodically reviewed and adjusted to ensure alignment with organizational goals, industry trends, and best practices, fostering an environment of innovation.

Supporting Documents:

•    MGMT Leaders Professional Growth Plan & Evaluation Framework Materials

Purpose

The Chilliwack School District (The “District”) is committed to fostering and maintaining a respectful, safe, and fair working and learning environment. Allegations of employee misconduct will be addressed confidentially, promptly, fairly, and in a manner consistent with collective agreements, legislation, and principles of procedural fairness.

Scope

This Administrative Procedure (“Procedure”) applies to all District employees. It provides a consistent framework for handling allegations of misconduct, including but not limited to:

•    Breaches of policy or standards of conduct.

•    Workplace harassment (in alignment with Respectful Workplace policy and procedure).

•    Inappropriate behaviour.

•    Other actions contrary to the expectations of employment. 

Guiding Principles

•    Fairness and Impartiality: All parties have the right to be heard, and investigations will be unbiased.

•    Confidentiality: Information will be shared only on a need-to-know basis to protect privacy.

•    Respect: All individuals will be treated with professionalism and dignity.

•    Representation: Unionized employees are entitled to union representation during meetings related to an investigation.

•    Protection Against Reprisal: No employee will be penalized for making a complaint in good faith or participating in an investigation.

Procedures

1. Receipt of Complaint

•    Allegations may be brought forward by the complainant, a supervisor, or a third party.

•    Human Resources, in consultation with the Office of the Superintendent as needed, will determine whether a formal investigation is warranted or if informal resolution is appropriate.

2. Notification of Investigation

•    Teachers will be notified in accordance with the protocols outlined in their collective agreement.

•    All other employee groups, including support staff and excluded staff, will be notified that an investigation is taking place and the general nature of the allegations.

•    All unionized employees will be advised of their right to union representation.

3. Appointment of Investigator

•    A qualified and impartial investigator will be assigned by the Director of Human Resources. 

•    This may be a Principal or Vice Principal, Manager, Human Resources staff member, or an external investigator, depending on the circumstances.

4. Information Gathering

•    The investigator will:

•    Conduct interviews with the complainant, respondent, and relevant witnesses (not necessarily in that order).

•    Review relevant evidence, including documents, emails, or other materials.

•    The respondent will be provided with notice of the allegations to be investigated and notice of the allegations and an opportunity to respond.

5. Findings and Report

•    The investigator will apply the balance of probabilities standard to make findings.

•    A written report will be submitted to Human Resources outlining findings and rationale, taking into account findings of fact, mitigating and aggravating factors, and relevant jurisprudence.

•    Human Resources will review the report and apply principles of just cause and progressive discipline to determine next steps, which may include corrective action, training, or discipline. 

6. Communication of Outcome

•    The respondent will be advised of the findings and any resulting action, in accordance with collective agreements and privacy legislation.

•    Where required by law or collective agreement, the complainant may also be advised whether the allegations were substantiated.

7. Record Keeping

•    Investigation records will be maintained securely in Human Resources with restricted access.

•    Discipline records will be placed in the employee’s personnel file, in accordance with collective agreements where applicable.

8. Supports and Follow-Up

•    Employees involved in an investigation will be advised of available supports, including but not limited to, the Employee and Family Assistance Program.

•    Where appropriate, Human Resources may facilitate workplace reintegration or restorative processes and any other requirements in accordance with collective agreements.

Special Considerations

•    Allegations involving criminal conduct, child protection, or discrimination may trigger mandatory reporting obligations and require involvement of external authorities.

•    Allegations involving senior administration may be referred to an external investigator or the Office of the Ombudsperson.

•    Investigations will be completed as expeditiously as possible while ensuring thoroughness and fairness.

Roles and Responsibilities

Human Resources Department

•    Determines whether a formal investigation is warranted.

•    Appoints an impartial and qualified investigator.

•    Provides guidance and support throughout the process.

•    Reviews investigation reports and applies principles of just cause and progressive discipline when determining next steps.

•    Ensures records are maintained securely and in accordance with legal and contractual requirements.

Office of the Superintendent

•    Ensure that the District has appropriate procedures in place for investigating employee misconduct.

•    Delegate authority for the administration of this procedure to the Human Resources Department.

•    May be consulted by Human Resources on significant matters arising from an investigation, including decisions that require escalation to the Board of Education or involve senior staff.

•    Support the overall commitment to a respectful, safe, and fair workplace by ensuring district leaders understand and follow this procedure.

Principals and Managers

•    Promptly report any complaints or allegations of misconduct to Human Resources.

•    Cooperate fully with the investigation process, including ensuring employees are informed of their rights and responsibilities.

•    Support the implementation of any interim measures, accommodations, or workplace reintegration plans.

•    Maintain confidentiality throughout the process.

Investigator

•    Conducts the investigation in a thorough, impartial, respectful, and procedurally fair manner.

•    Gathers and analyzes relevant evidence, including conducting interviews and reviewing documentation.

•    Prepares a written report outlining findings and rationale based on the balance of probabilities.

Employees (Respondents, Complainants, and Witnesses)

•    Participate honestly and in good faith in the investigation process.

•    Maintain confidentiality and refrain from interference or retaliation.

•    Comply with any interim measures, including no-contact requirements, during the investigation.

Unions and Employee Associations

•    Provide representation and support to members during investigation meetings.

•    Work collaboratively with the District to ensure a fair and respectful process.

Definitions

•    Allegation: An unproven statement that misconduct is believed to have occurred.

•    Complainant: The person formally reporting an allegation.

•    Respondent: The employee against whom the allegation is made.

•    Misconduct: Conscious action that is contrary to accepted standards of conduct or law.

•    Investigator: An impartial person assigned by Human Resources to gather information and make findings.

•    Balance of Probabilities: The standard of proof applied; whether it is more likely than not that the misconduct occurred.

Cross References:

•    Administrative Procedure 571 – Interviewing Students in Employee Misconduct Investigations – School Principal

•    Administrative Procedure 572 – Interviewing Students in Employee Misconduct Investigations – External Investigator

•    Administrative Procedure 520 – Respectful Workplace – Reporting, Investigation and Resolution Procedures

•    Administrative Procedure 510 – Standards of Conduct for Staff

•    Administrative Procedure 550 – Public Interest Disclosure (PIDA)

•    Collective Agreement provisions (Teacher and Support Staff)

Purpose

To ensure that the Chilliwack School District (the “District”) conducts any interview of a student as part of an employee-related investigation in a manner that is culturally appropriate, child-centred, trauma-informed, and respectful of student and family rights.

Scope

This Administrative Procedure (“Procedure”) applies when students are interviewed in the context of an investigation into alleged employee misconduct by their school principal (“Principal”).

Procedure

If a student is identified as a witness in an employee misconduct investigation being conducted by their Principal, the Principal will ensure student safety and well-being as follows: 

1.    Necessity Test

The Principal will determine if interviewing the student is necessary to the investigation and that the information cannot reasonably be obtained by other means.

2.    Consent

In most circumstances, Principals are permitted to meet with students without first obtaining consent from parents/guardians. The Principal will use their professional judgement to determine if consent is required in any specific circumstances.

3.    Conduct of Interview

Interviews must be conducted in a manner that prioritizes the student’s comfort and safety. Specifically:

•    Trauma-informed approaches must be used (e.g., neutral setting, developmentally appropriate language, avoiding leading questions).

•    The Principal will record who is present, confirm consent, and ensure supports are in place.

•    The Principal will ensure the student is aware that they can pause or stop the interview at any time. 

•    The Principal will explain why they are gathering information from the student and how the information will be used.

4.    Follow-Up and Supports

Principals will ensure that any immediate needs related to student well-being are addressed after the interview.

Special Considerations

•    Allegations involving criminal conduct, child protection, or discrimination may trigger mandatory reporting obligations and require involvement of external authorities.

•    In some cases, the student or parent/guardian may be contacted by the employee’s regulatory body in the future regarding the matter for which they were interviewed.

Reference

•    Administrative Procedure 570: Investigations into Alleged Employee Misconduct

•    Administrative Procedure 572: Interviewing Students in Employee Misconduct Investigations – External Investigator

Purpose

To ensure that any interview of a Chilliwack School District (“District”) student conducted as part of an employee-related investigation, when the investigator is not the student’s school principal, is culturally appropriate, child-centered, trauma-informed, and respectful of student and family rights.

Scope

This Administrative Procedure (“Procedure”) applies when District students are interviewed as witnesses in an investigation of alleged employee misconduct when the investigator is not their school principal. External investigators could be District staff or third-party consultants (including lawyers).

Guiding Principles

•    Child-Centred and Trauma-Informed: Students’ well-being is paramount. Processes will minimize harm and ensure safety and dignity.

•    Cultural Safety: The District is committed to ensuring this procedure reflects culturally appropriate practices, particularly in relation to Indigenous students, families, and communities. See Indigenous Cultural Safety, Humility, and Competency Guide.

•    Consent and Transparency: Parents/guardians (or mature students where applicable) must understand the process and provide informed consent.

•    Support: Students are entitled to have a parent or support person present.

•    Clarity: Students and parents/guardians will be given clear, plain-language information about the interview.

Procedure

If a student is identified as a witness in an employee misconduct investigation and will be requested to attend an interview with an external investigator, the following procedures must be adhered to by all District staff in order to ensure student safety and well-being: 

1.    Necessity Test

Before a student interview is arranged, Human Resources (“HR”) (in consultation with the Principal or investigator) must determine that interviewing the student is necessary to the investigation and that the information cannot reasonably be obtained by other means.

•    The rationale for interviewing the student must be documented and retained in the investigation file.

2.    Consent

District staff must obtain written consent from parents/guardians (or from a mature student) before a student participates in an investigation interview or is contacted by an external investigator, either HR or a third-party investigator.

•    Consent must be documented and forwarded to HR to be retained in the investigation file.

•    Where consent is declined, HR will consult with the Superintendent’s Office to determine next steps.

3.    Pre-Interview Communication

When obtaining consent, District staff must advise parents/guardians (and students, as appropriate) of:

•    The context and purpose of the interview.

•    Confidentiality and privacy obligations, and their limits.

•    The student’s right to have a parent or support person present.

•    The student’s right to discuss the interview with their parent/guardian afterwards.

•    How to ask questions or raise concerns, both before and after the interview, and who to contact.

•    That in some cases, the interview may be conducted by a lawyer or external investigator.

4.    Conduct of Interview

Interviews must be conducted in a manner that prioritizes the student’s comfort and safety. Specifically:

•    Trauma-informed approaches must be used (e.g., neutral setting, developmentally appropriate language, avoiding leading questions).

•    The investigator will record who is present, confirm consent, and ensure supports are in place.

•    The investigator will ensure the student is aware that they can pause or stop the interview at any time. 

•    The investigator will explain why they are gathering information from the student and how the information will be used.

5.    Documentation

All consent forms, communication records, and interview notes must be retained by HR in accordance with District record-keeping and privacy requirements.

•    Records must be stored securely in the HR investigation file and must not be placed in the student’s educational file.

•    Access to investigation records is restricted to those with a demonstrated need to know.

6.    Follow-Up and Supports

District staff should advise students and parents/guardians of available supports (e.g., counselling, Indigenous support workers, community resources).

Principals will ensure that any immediate needs related to student well-being are addressed following the interview. Principals will follow up with the parents/guardians within 48 hours to confirm the student’s well-being, if necessary.

Special Considerations

•    Allegations involving criminal conduct, child protection, or discrimination may trigger mandatory reporting obligations and require involvement of external authorities.

•    In some cases, the student or parent/guardian may be contacted by the employee’s regulatory body in the future regarding the matter for which they were interviewed.

Roles and Responsibilities

Human Resources (“HR”)

•    Determine, in consultation with the Principal, whether interviewing a student is necessary and document the rationale.

•    Ensure consent documentation, communication records, and interview notes are retained securely and in compliance with privacy legislation.

•    Consult with the Superintendent’s Office when student consent is declined or other complexities arise.
Principal (or Vice Principal)

•    Coordinate the consent process and ensure parents/guardians (or mature students) receive clear, plain-language information about the interview.

•    Clearly communicate the student’s rights, including the option to have a parent or support person present.

•    Arrange a neutral, private, and safe environment for the interview that minimizes disruption to the student’s learning.

•    Ensure the student is supported before, during, and after the interview and is aware they can pause or stop the process at any time.

•    Follow up with the student immediately after the interview to assess their well-being and connect them to appropriate supports.

•    Contact parents/guardians within 48 hours to check on well-being and share available resources if necessary.

•    Forward all consent forms and communication records to HR for secure retention.

•    Fulfill mandatory reporting obligations under the Child, Family and Community Service Act if information suggests risk of harm to the student.

Investigator (External)

•    Conduct the interview using trauma-informed and culturally safe approaches, using developmentally appropriate language.

•    Confirm that consent has been obtained and supports are in place prior to the interview.

•    Clearly inform the student that they can pause or end the interview at any time.

•    Record details of the interview, including participants and supports provided, and submit those records to HR.

Reference

•    Administrative Procedure 570: Investigations into Alleged Employee Misconduct

•    Administrative Procedure 571: Interviewing Students in Employee Misconduct Investigations – School Principal