Code of Character Conduct & Support

Update from Framingham Public Schools

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The Department of Health and Wellness is committed to teaching staff, families, and students aspects of our Code of Character, Conduct and Support. To review what our code is, how we are implementing it, and the goals see this SMORE. Click below to see the full Code of Character, Conduct & Support documents.

Code of Character, Conduct & Support - English

Código de Carácter, Conducta y Apoyo - Español

Código de Caráter, Conduta e Apoio - Português


Rights and responsibilities in this Code of Character, Conduct, and Support are interconnected.

Rights are protections provided to each and every member of the school community in the Framingham Public Schools.

Responsibilities are our obligations to fulfill these rights through individual actions, mutual cooperation, and respect for all members of the community.


The Home-School Partnership

Families are equal partners with schools in supporting success for all students. From early childhood through adolescence, the support, guidance, and advocacy of parents and caregivers remain the most important influences on children’s academic achievement and their future aspirations. Parents/caregivers know their children best. They hold the stories and information that help children grow and thrive. Making sure that parents/caregivers are knowledgeable about student expectations, school rules, disciplinary policies, and classroom procedures, builds a shared commitment to developing children’s character and conduct.

Families also have a direct role in supporting and monitoring their child’s progress at school. This is especially important when students are experiencing academic and behavioral challenges. Family conferences that include parents and caregivers problem solving with school staff are the foundation of restorative interventions that help students strengthen their self-awareness, self-management, and social and academic efficacy.

Parents/caregivers partner with relevant staff to discuss specific academic and behavioral supports and services, the goals for specific interventions, and the process for assessing student progress and effectiveness of interventions, in the students’ and/or family’s preferred language.

Rights and Responsibilities

In order to be active and involved partners in promoting a safe and supportive school environment, parents/caregivers must have a voice in the Code of Character, Conduct, and Support. The rights and responsibilities outlined below apply to all families, regardless of legal status. If parents/caregivers have any questions about these rights and responsibilities or need support advocating for their child, they are encouraged to ask for help. For further details, see the “Getting Help and Helping Others” section of this Code.

Parent/Caregiver Rights and Responsibilities - English

Derechos y responsabilidades de los padres/cuidadores - Español

Direitos e responsabilidades dos pais/responsáveis ​​- Português


Staff Rights

As teachers, school leaders, and district staff we have the right to:

  1. participate in and/or work in welcoming, safe, respectful and engaging environments

  2. be treated courteously, fairly, and respectfully

  3. communicate our concerns and suggestions to strengthen districtwide culture and climate

  4. participate in engaging, timely, and supportive professional learning opportunities that increase our skills and knowledge in strategies to increase student achievement and social and emotional growth

  5. receive the necessary resources to deliver quality instruction, professional learning, coaching, and/or supervision

  6. adapt promotion, prevention, and intervention practices consistent with the policies of the Framingham School Committee and with state and federal regulations

Staff Responsibilities

Teachers, school leaders, and district staff have responsibilities in four major areas:

Student and Family Engagement

  1. Communicate regularly (via email, text, phone call, in-person conferences, as appropriate to family and linguistic needs) with students, parents/caregivers, and other teachers on the district mission, course objectives, grading practices, expectations, and student growth and achievement

  2. Understand and affirm the diverse cultural and linguistic backgrounds of students and families, and create space for families to be at the center of decision making

  3. Help students and their parents/caregivers understand the district’s expectation for maintaining a welcoming, safe, respectful, and engaging environment

  4. Support all students’ social, emotional, and academic development through personalized relationships, classroom instruction, academic/behavioral support and interventions

Personal and Professional Growth

  1. Identify, acknowledge, interrupt, and counter incidents of personal and institutional bias that prevent equitable treatment of students, caregivers, and colleagues

  2. Proactively manage conflict and communicate concerns in a respectful and courteous manner in order to support problem resolution and promote the dignity of each individual

  3. Participate actively in professional learning opportunities to strengthen their role as a teacher, leader, coach, and/or supervisor in supporting each and every student

  4. Understand and fairly implement, with fidelity, districtwide rules and policies

  5. Collect, analyze, and discuss data to drive and refine practices in instruction, classroom management, and parent/caregiver engagement, as well as school-wide initiatives impacting climate and culture

Culture and Climate

  1. Promote welcoming, safe, respectful, culturally affirming, and engaging environments (classrooms, public spaces, professional learning, meetings)

  2. Participate in school-wide initiatives that promote positive behaviors and provide adequate supervision in all school spaces

  3. Maintain and contribute to a climate of mutual respect and dignity for each and every student regardless of actual or perceived race, color, weight, national origin, ethnic group, language, religion, religious practice, disability, sexual orientation, gender/gender identitiy, or sex

  4. Intervene, report, investigate, and/or address incidents witnessed or brought to the attention of any adult in a timely manner: discrimination, bullying, and/or harassment, self-harm, suicidal ideation, severe emotional distress, and any situation that threatens the emotional or physical health or safety of any student or school employee

  5. Maintain confidentiality in accordance with Federal and State Law


As a parent/caregiver, you are your child's first and most valuable teacher. When parents and caregivers are involved in their children's education, the children do better and have better feelings about going to school. There may be times when connecting with your child’s school is necessary to support their academic and social development.


For elementary students, the most important consideration for getting help is a student’s willingness to share their concerns, struggles, and challenges with an adult. For many students, this means telling a parent/caregiver; for others, it might include speaking to a trusted adult at school. All students at all elementary schools are encouraged to tell an adult when they feel unsafe or when they see someone physically hurting or emotionally harming another student. When a student is struggling academically, has a personal or school-related concern, or is the victim or witness to bullying and/or harassment, the parent/caregiver should contact their child’s teacher to schedule a call to determine next steps. If the child has an assigned special education liaison, social worker, or student support staff member, this is also a good time to reach out to them.


Everyone needs help sometimes, and these situations provide an opportunity for learning and growth. This section of the Code encourages students to advocate for themselves and seek out the support of teachers, parents/caregivers, peers, and student support staff when problems or concerns arise. Parents/caregivers can support their children in following through with the guidelines below, or in some instances, may need to play a more active role in seeking help for their child. Parents/caregivers may also participate in conferences and other supports that help their child get back on track or feel safe and welcome at school.

Getting Help and Helping Others For Secondary Students - English

Obtener ayuda y ayudar a otros para estudiantes de secundaria - Español

Obtendo ajuda e ajudando os outros para alunos do ensino médio - Português

More Information on the Way

Stay tuned for more information on our Social Emotional Learning (SEL) Competencies and Curriculum!