Duty of Care

  • The mission of Buckley's Music’s Education Centre is to contribute to the musical education of our students. Through music education we help students reach self-fulfillment.

    This Code of Conduct is expected of staff, recognizing that at all times they are expected to act responsibly and exercise a Duty of Care to our students.

  • At Buckley's Music’s Education Centre we:

    • Respect the rights and dignity of ourselves and others.
    • Demonstrate a high degree of individual responsibility, recognizing that at all times our words and actions are an example to others.
    • Do not use the Education Centre to promote our own beliefs, behaviours or practices where these are not compatible with Education Centre principles.
    • Act with consideration and good judgment in all interpersonal relationships
    • Respect everyone's right to personal privacy at all times.
    • Realize that bullying, physical, verbal or cultural abuse, sexual harassment, neglect or any other type of abuse is unacceptable conduct.

  • Position Statement

    Our primary responsibility is the welfare and development of our students.

    Our programs and our ethics require us to provide an environment in which students feel valued and secure; and can grow as individuals while developing a sense of self worth, personal integrity and increasing competence through the acquisition of skills and achievements. Any behaviour that is not supportive of this developmental process is inappropriate and requires appropriate intervention/action.

    We have a duty of care to keep students safe and protect them from physical and emotional harm. This duty is exercised through a respectful, caring, empathetic and friendly relationship with students. In the recruitment and selection of instructors, their personal standards, character and ability to develop this relationship is as important as any technical skills or experience.

  • Encouraging Positive Behaviour

    Occasionally, there may be a necessity for appropriate disciplinary action. We encourage positive reinforcement to correct inappropriate behaviour. The following examples are inappropriate discipline methods:

    • Physical blows or force
    • Emotional/humiliation/name-calling
    • Any other form of abuse

  • Alternatives to Punishment

    If we allow someone to experience the consequences of their actions, there is potential for an honest and real learning situation to occur. Discipline can be maintained through both natural and logical consequences.

    Natural consequences represent the pressure of reality without interference. Disrespecting others, for example, will ordinarily invite similar treatment. But it isn't always appropriate to let natural consequences take their course.

    Logical consequences involve an intervention by someone else. So, disrespecting someone carries a consequence like removal from a program activity. The disadvantage, of course, is that this can deteriorate into another form of punishment imposed externally. Logical consequences should be negotiated as much as possible beforehand by everyone involved. Thus, an agreement is reached as to the consequences of foul language or put-downs (Code of Conduct). Because everyone is part of the agreement, everyone is also responsible for seeing that it works. By taking responsibility together, logical consequences become an alternative to punishment.

  • Physical Contact

    When dealing with students, there is acceptable touching and unacceptable touching. A handshake is generally acceptable; a hug is sometimes acceptable; and an embrace is usually unacceptable. Touching which gives offence or causes any unease is not acceptable.

  • Relationships

    At Buckley's Music’s Education Centre we affirm a duty to our students for their welfare and development. Instructors accept a responsibility to care for students and deliver our programs. Instructors enjoy music and benefit from the experience it brings. However, instructors are deliverers of the program. It is the students who are entitled to the benefits and protection of a safe, quality music education program. The correct relationship between an instructor and a student is that of the instructor being a guide, dispassionate friend and protector. It is a position of integrity, trust and maturity.

  • Language

    We do not use vulgar or inappropriate language when working with students. Language should be acceptable to the reasonable onlooker and appropriate to the development of good citizenship.

  • Discrimination

    We welcome people to our Education Centre regardless of gender, race, culture, religious belief, sexual orientation or economic circumstances. Students are strongly influenced by the behaviour of instructors. We need to be sensitive to the traditions and beliefs of all people and to avoid words or actions that “put down” anybody.

  • Harassment

    Harassment breaks down the positive and protective environment we seek to develop, and, at its worst, is emotionally harmful. It is contrary to our objective of individual growth and development. Some examples are ongoing teasing, disparagement, belittling or excluding individuals.

    Sexual harassment is any verbal or physical behaviour of a sexual nature that is unwelcome and offensive.

  • Privacy

    The individual’s right to privacy must be recognized and taken into consideration.

  • Alcohol

    No person who has a duty of care toward any student shall consume alcohol or any other mood altering substance during any program or activity that involves students or within a time frame that would affect their ability to carry out their duty of care toward students.

  • Smoking

    It is inappropriate for any instructor to smoke in front of students.

  • General Conduct

    Instructors should:

    • Help to establish safe and open communication.
    • Have an “open door” policy - all lessons are open to parents.
    • Treat all students, and others, with respect and dignity.
    • Be conscious of other’s "personal space"
    • Encourage participation by all, while being sensitive to each student’s individual capacity.
    • Be a role model for students. Be friendly, courteous and kind.

    Instructors should not:

    • Show favouritism for particular students.
    • Invite students to your home or other locations.
    • Let students involve you in excessive attention-seeking behaviour that is overtly physical or sexual in nature. Be particularly careful with the very needy student. Re-direct the behaviour to "healthy" activities and provide caring attention before it is asked for.

  • General Duty

    Every instructor’s responsibility goes beyond the confines of his or her specific appointment to their own students. Instructors are expected to intervene when they identify breaches of any part of this Duty of Care document.

    There are three primary areas of responsibility: to the parents, to the students and to yourself.

  • Responsibility to Parents

    At the simplest level, parents have a right to know everything that their daughter or son is going to be involved in. Parents are also your greatest ally, and you should keep them as well informed as possible. Parents will sometimes defer to you, but only if you have convinced them that you merit their confidence, and have earned their trust and respect.

    The best way to start achieving this trust is to talk with each parent. The initial visit with parents when a student first joins you is critical for future relationships. This visit takes time, effort and commitment, but it is well worth it. Discuss with the parents what the Education Centre is about, its Mission and Principles, and your personal goals for the student. Allow them to question you. It is better to deal with issues and concerns that the parents may have in a relaxed setting, rather than later in a “crisis” situation.

    Take a personal interest in the student and communicate regularly, simply and clearly with parents.

  • Responsibility to Students

    By knowing each individual student, you’ll be in a better position to anticipate how the student may react in various situations. You may get questions if a student does not understand, but you may also get disruptive behaviour as a way of saying the same thing.

  • Child Abuse

    As an adult instructor caring for other people’s children, you may become concerned about suspected child abuse. An abused or neglected child is a child who is harmed, or threatened with physical or mental harm, or from who is withheld the necessities of life. There are several forms of abuse: physical abuse, emotional abuse, sexual abuse and neglect. There is a legal duty to report if a child has been or is at risk of being physically or emotionally harmed (including sexually molested) by a person having charge of the child. There is also a duty to report if a child less than 12 years of age has seriously injured another person or caused serious damage to another person's property and is either not appropriately supervised or is not getting the treatment that the child requires.

    If a child you know becomes a victim of abuse, your first reaction can be very important in helping him/her through the ordeal. The following guidelines may help you to deal sensitively and competently with the situation in which a child discloses that she/he is being abused:

    • Stay calm. Don't panic or overreact to the information the child tells you. Listen compassionately, and take what the child is saying seriously.
    • Don't criticize the child or tell the child they misunderstood what happened.
    • Do respect the child's privacy and take them to a place where you can talk without interruptions or distractions, staying within view of another adult.
    • Take the time to listen to what the child has to say. Tell them you appreciate being told about the incident and that you will help to make sure that it won't happen again.
    • Explain that you will need to tell the proper authorities what you’ve been told.
    • No judgment statement should be made about the person whom the allegation is made.
    • The child should not be questioned unless what he or she is saying is unclear. Avoid leading questions. Open, non-specific questions should be used such as, “Can you explain to me what you meant by that?”
    • You should show real concern, but not alarm or anger, when receiving information from a child about possible sexual abuse.
    • If a child you know has been sexually abused, do not blame yourself or the child. People who victimize children are not easy to identify. They come from all walks of life. Often they have a position of status - they go to church, hold regular jobs, and are active in the community. Child molesters are sometimes very skilled at controlling children through giving excessive attention, gifts, and money. Child molesters use their skills on parents and other adults too, disguising their abusive behaviour behind friendship and care for the children.
    • A detailed account of any discussion regarding alleged or suspected abuse should be written as soon as possible after it has taken place, concerning who, what, when, where, how, but not why.

  • Responsibility to Yourself

    It is important to know your own limits and abilities. Make sure that you are working well within your own capabilities. If you are working on the edge of your own skills seek out and obtain skills and knowledge to enable you to perform your designated role.

  • Guidelines

    • Do not rely on your good name to protect you.
    • Do not, for one moment, believe “it can never happen to me.”
    • Never touch a student in a way that could be misconstrued.
    • Never make suggestive or inappropriate remarks.
    • If you suspect a student is developing a “crush” on you, discuss it with the Director and, if appropriate, the parents.
    • If you notice any of your colleagues are at risk from their behaviour or a student’s crush, discuss it with them