We Are All Builders of Trust. Trust is fundamental to a school. Once trust is built, we can master the healthy and respectful conflict that moves a school forward. Trust at its core means we respect everyone’s roles in our community, and act and communicate in a timely way, with honesty and integrity. The following principles will help to build trust across all constituents in our school:

We Assume Positive Intent.

We believe everyone’s intent is in the best interest of the children, the school and the community. Therefore, diverse points of view are welcome and assumed positively, even if they are not necessarily adopted.

We Are Open About Tackling Issues Where They Start.

It is always better to talk directly and openly to the teacher you may be having difficulty with before going on to the next level. In the event you are unable to find a solution, only then should you transparently say it is not working and you will need to consult with another member of administration to seek support.

We Prioritise What’s Most Important.

We determine what’s most important and we are prepared to let less salient issues go.

We Start with What is Going Right.

It is always better to start with something positive. We are all better prepared to hear concerns if we can also be recognised and appreciated for what is going well.

We Engage in Active Listening.

We listen for a deeper understanding. Our engagement in the discussion signals a deep respect for others’ ideas and concerns.

We Avoid Negative Criticism in Front of Our Students.

Children find it confusing when their parents criticise their teachers in front of them; teacher criticisms of parents are equally unhealthy. After all, we are all on the same team and it does nothing to address the problem. In older children, a pattern of negative criticism may foster arrogance, defiance, and rudeness towards teachers. Instead, we can explore solutions and always assume honorable and positive intentions by everyone involved. Even when both parties believe they are correct, this doesn’t stop us from coming up with win-win solutions for the child’s sake.

We Believe Grace and Composure Matters.

We truly believe that constructive communication respects the dignity of all, includes grace and composure, and always precipitates solutions.

We Use Discretion

There are many times parents like to talk to other parents about teachers, and teachers can do the same about parents. This isn’t always healthy. We consider if our conversation is going to be constructive in solving the problem – otherwise we don’t have it.

1. Concerns a parent hears from their own children:

Listen to your child. Before you assume it is a problem, help your child understand the situation better.

For Primary school children, talk directly with the teacher.

For Secondary school children, proceed with patience and an open mind. Encourage your child to talk with their teacher; often issues come from misunderstandings and can be easily dealt with. You are your child’s best coach. Children gain confidence from being empowered to resolve their own issues and we want to encourage a move towards self-advocacy. If the matter is not resolved, contact the teacher directly to discuss.

For upper elementary, middle and secondary children, begin to coach them to take the lead and sort out their differences on their own. Our children need to learn how to work with diverse people and how to advocate for themselves. When you achieve conflict resolution on your own, you become a more confident person.

2. Concerns a parent hears in the community from other parents:

Encourage others to use discretion when you hear community members talking about a teacher or staff member out in public. No one likes to be talked about in public forums; use the same courtesy with your child’s teachers.

Encourage other parents to listen to and coach their child, or use the steps outlined when parents have personal concerns, and meet with the teacher first to discuss concerns directly.

Remember every child is different, and what may be a concern for one parent is not always a concern for another parent. It is always best to check-in directly with the teacher about your child.

3. Concerns you may have:

Talk directly with the teacher or staff member involved:

• Sometimes the teacher is unaware of the difficulty or the child’s perception

• Sometimes the child misunderstood the teacher

• Sometimes the teacher needs to be given an opportunity to reflect and correct

• Check facts first and test assumptions

• Seek to understand before blaming

• Collaborate with a teacher on finding a solution in support of the child.

If the subject is delicate, or if it cannot be resolved by a quick email exchange, meet in person rather than discussing it over email. Emails sent in a hurry can unintentionally alter the message leaving context open to misinterpretation.

If writing, do not cc the Principal, Head of School, or anyone else in the first steps as it unnecessarily escalates the matter and sends a message that “there is no chance we can work this out together.” If you have concerns, take them up as you would want someone to take them up with you.

When you are discussing your concerns or complaints about what is not working, please accompany those concerns with potential solutions – you know your child best. Wear your problem-solving hat and work with the teacher to suggest ideas that best support your child.

If, after some time, the concern has not been resolved, please let the teacher know openly that you have reached an impasse, and you will be looking for some additional support from a school administrator.

Any instance when your child doesn’t feel safe (emotionally, socially or physically).

Any concern for the overall well-being of a child.

When you have discussed the concern with the teacher, and you have communicated to the teacher that you have reached an impasse.

Any time you suspect abuse -- physical, emotional/psychological, sexual, neglect, peer-on-peer -- or if you suspect any inappropriate behavior involving your child or another child in our school community. In the event there is a suspicion or concern, please contact the Child Protection Team at OSC:

Dr Michelle Kleiss, Head of School headofschool@osc.lk

Mr Jason Grandbois, Primary Principal primaryprincipal@osc.lk

Ms Claire McQuillan, Secondary Principal secondaryprincipal@osc.lk

Ms Andrea Fleming, High School Counselor afleming@osc.lk

Ms Lauren Lundin, Middle School Counselor llundin@osc.lk

Ms Heather Lee, School Psychologist, Head of Learning Support, & Primary School Counselor, hlee@osc.lk

Dr Indrika Senaratna, School Doctor isenaratna@osc.lk

Mr Ajith Nathaniels, Head of Security and Transportation anathaniels@osc.lk

Mr Crishan Fernando, Head of Facilities cfernando@osc.lk

Or contact our designated Child Protection Officer: Mr Jason Grandbois, Child Protection Officer childprotectionofficer@osc.lk