main
index
1.1:
Board Policies, Guidelines and Practices 1.2.
Leadership 1.3. School-Community Partnerships 1.4.
Curriculum 1.5.
Student Languages 1.6.
Student Evaluation, Assessment and Placement 1.7.
Guidance 1.8.
Employment and Promotion Practices 1.9.
Staff Development 1.10.
Harassment
The Toronto District School Board mandates that all persons in schools,
workplaces and meeting places associated with the Board abide by its
commitments to Equity Policy Implementation. This applies to all persons
on Board premises, persons working on Board business, either on or off
Board premises, and persons involved with Board-sponsored programs at
other premises. This includes students, trustees, parents, volunteers,
visitors, permit holders, contractors and corporate partners.
-
1.1. Board Policies, Guidelines and
Practices The Toronto District School Board has approved an
Equity Policy Statement which requires that Antiracism and Ethnocultural
Equity ideals shall be reflected in all aspects of organizational
structures, policies, guidelines, procedures, classroom practices,
day-to- day operations, and communication practices. The Toronto
District School Board policies, guidelines and practices shall ensure
that the needs and safety of all students, employees, trustees, parents,
volunteers, visitors, permit holders, contractors and partners are
addressed. These shall reflect diverse viewpoints, needs and aspirations
of community members, particularly of those aboriginal, racial,
ethnocultural and faith groups whose voices have traditionally and
systemically been marginalized and excluded. The Board shall provide an
appropriate mechanism to ensure accountability for achieving these goals
by:
- 1.1.1. articulating clearly the Board's commitment to the
principles of antiracism and ethnocultural equity in all Board
policies guidelines, day-to- day operations, protocols and practices;
- 1.1.2. identifying and eliminating racial and ethnocultural
biases and barriers in Board policies, guidelines, day-to-day
operations, protocols and practices;
- 1.1.3. identifying the many diverse sectors within
aboriginal, racial, ethnocultural and faith communities and other
historically disadvantaged groups within the jurisdiction of the Board
and involving these communities in partnership activities;
- 1.1.4. assessing the effectiveness of community
consultation and partnership involvement;
- 1.1.5. establishing accountability processes to document
progress and ensure continuous implementation of the Antiracism and
Ethnocultural Equity Commitments to Equity Policy;
- 1.1.6. allocating resources to provide compensatory
education and ensure policy implementation.
Section
1: index
- 1.2. Leadership
An informed leadership
identifies individual discriminatory attitudes and behaviours as well as
systemic inequities and barriers, and demonstrates accountability for
their removal with the goal of achieving racial and ethnocultural equity
and equity for all. Communication is an integral part of leadership, and
includes the ability to listen to equity-seeking groups. All system
leaders and decision-makers play a crucial role in identifying and
addressing systemic inequities or barriers. The Toronto District School
Board shall provide informed and committed leadership at all levels by:
- 1.2.1. assisting trustees, administrators, staff and
student leaders to develop the knowledge, skills, attitudes and
behaviours required to implement the Equity Policy in the area of
Antiracism and Ethnocultural Equity;
- 1.2.2. ensuring that policy directions, priorities and
day-to-day implementation of programs and services are consistent with
the aims of Antiracism and Ethnocultural Equity;
- 1.2.3. identifying expectations for those responsible for
implementation and incorporating these expectations into the
performance-appraisal processes, including the ongoing evaluation of
teachers, support staff and administrators, annual plans and year-end
reports;
- 1.2.4. ensuring that educational practices are inclusive
and reflect the contributions of diverse cultures, and that all forms
of stereotyping, prejudice, discrimination, racism and violence
against aboriginal, racial, ethnocultural and faith communities are
challenged and eliminated.
Section
1: index
- 1.3. School-Community
Partnerships
Effective school-community partnerships enable
representation and active participation from diverse communities and
ensure the inclusion of the perspectives, experiences and needs of
aboriginal, racial, ethnocultural and faith communities to enhance
educational opportunities for all. The Toronto District School Board is
committed to ongoing, constructive and open dialogue in partnership with
aboriginal, racial, ethnocultural and faith communities to increase
cooperation and collaboration among home, school and the
community-at-large. The Board shall work to create partnerships which
ensure effective participation in the education process by:
- 1.3.1. identifying and involving representative and
inclusive organizations and aboriginal, racial, ethnocultural and
faith communities within the jurisdiction of the Board;
- 1.3.2. requesting aboriginal, racial, ethnocultural and
faith communities and organizations to identify representatives for
the purpose of establishing school-community partnerships;
- 1.3.3. assessing and evaluating the effectiveness of
community consultation and partnership involvement and developing
guidelines for effective partnership that respect the rights of
students in an environment free of commercial intrusion and economic
exploitation in accordance with Policy E.06 on External Partnerships;
- 1.3.4. encouraging School Councils, Home and School
Organizations and Parent-Teacher Associations to reflect the
aboriginal, racial, ethnocultural and faith communities that they
represent;
- 1.3.5. ensuring effective and appropriate communication
with community partners in their languages as required;
- 1.3.6. ensuring access by students, parents and staff to
supportive community resources as appropriate for use in TDSB schools.
Section
1: index
- 1.4. Curriculum
Curriculum is defined as
the total learning environment, including physical environment, learning
materials, pedagogical practices, assessment instruments and
co-curricular and extra curricular activities. A curriculum that strives
for racial and ethnocultural equity provides a balance of perspectives.
The Toronto District School Board acknowledges that inequities have
existed in the curriculum; therefore the Board is committed to enabling
all students from aboriginal, racial, ethnocultural and faith
communities to see themselves reflected in the curriculum. The Board is
committed to providing each student with the knowledge, skills attitudes
and behaviours needed to live in a complex and diverse world by:
- 1.4.1. ensuring that the principles and practices of
antiracism and ethnocultural equity permeate the curriculum in all
subject areas;
- 1.4.2. examining and challenging racist and exclusive
curriculum in order to ensure inclusivity;
- 1.4.3. developing a process to determine whether
discriminatory biases related to aboriginal, racial, ethnocultural and
faith communities are present in existing learning materials, programs
or practices;
- 1.4.4. ensuring the review and/or modification of materials
which promote stereotyping, the review and modification of programs
which promote stereotyping, discrimination or racism, and the removal
of materials or programs which promote hatred or violence against
people from aboriginal, racial, ethnocultural or faith communities;
- 1.4.5. providing adequate resources and training to assist
all staff in becoming agents of change, to use curriculum effectively
in order to promote critical thinking and to challenge racism and
discrimination;
- 1.4.6. ensuring that classrooms, resource centres, school
libraries, audio-visual collections and computer software contain
materials and resources which accurately reflect Canada's aboriginal,
racial, ethnocultural and faith communities;
- 1.4.7. developing guidelines to ensure that displays and
visual representation in all schools and workplaces of the Toronto
District School Board reflect the cultural heritage and include the
contributions of aboriginal, racial, ethnocultural and faith
communities;
- 1.4.8. supporting student leadership programs in antiracism
education and equity;
- 1.4.9. developing and providing both academic and service
programs and supports to meet the needs of students from aboriginal,
racial, ethnocultural and faith communities in all curriculum areas,
including early intervention programs to encourage students to have
high expectations and consider non-traditional roles and work;
- 1.4.10. ensuring that the contributions of aboriginal,
racial, ethnocultural and faith communities to Canadian and world
history and historiography are included accurately in all aspects of
the curriculum;
- 1.4.11. ensuring that curriculum materials and learning
resources are allocated to challenge hate groups and hate propaganda
against aboriginal, racial, ethnocultural and faith communities and/or
any other social identity. Section
1: index
- 1.5. Student Languages
Language
proficiency is the foundation of academic success. Students from
aboriginal, racial, ethnocultural and faith communities come from all
language backgrounds. The Toronto District School Board recognizes and
affirms the value of students first/indigenous languages while ensuring
proficiency in one or both of Canada’s official languages by:
- 1.5.1. ensuring that students achieve literacy in at least
one official language;
- 1.5.2. providing appropriate classroom support for language
learning;
- 1.5.3. affirming and valuing students' first/indigenous
language;
- 1.5.4. supporting the learning of languages in addition to
English and French;
- 1.5.5. ensuring that students’ diverse cultures are valued
and affirmed in such language learning ;
- 1.5.6. committing to using clear and inclusive language and
design that promotes understanding;
- 1.5.7. ensuring that resources are available to facilitate
appropriate communication with students/parents/guardians.
Section
1: index
- 1.6. Student Evaluation, Assessment and Placement
The Toronto District School Board is committed to evaluation,
assessment, programming and placement processes which are sensitive to
students' aboriginal, racial, ethnocultural and faith backgrounds as
well as personal/family experiences by:
- 1.6.1. identifying, reviewing and changing practices which
lead to the disproportionate streaming of students from aboriginal,
racial, ethnocultural and faith communities into academic programs
which narrow their choices and life opportunities or limit
participation in their local community;
- 1.6.2. ensuring that bias based on aboriginal status, race,
ethnicity or faith does not adversely impact on programming, placement
and academic decisions and that students, with the support of their
parents/guardians (as appropriate), are able to consider and make
informed programming, placement and academic decisions;
- 1.6.3. ensuring that evaluation, assessment, programming
and placement decisions meet individual student needs and offer them
opportunities to reach their highest potential. This process must
consider cultural and linguistic factors, and their interconnections
to faith, gender, sexual orientation and gender identity,
socio-economic factors, disabilities, personal/family experiences,
previous education, students’ future expectations and rights to
continuity, stability and community belonging;
- 1.6.4. reevaluating annually placement decisions that are
jointly considered by the student/parent/guardian and the school to
ensure that placement decisions are consistent with Board policies,
are flexible to meet needs and do not limit education and life
opportunities.
Section
1: index
- 1.7. Guidance
The Toronto District School
Board recognizes that informed counsellors, teachers and staff in
counseling roles can help to remove discriminatory barriers for students
in the school system and in work-related experiences. The Board shall
respond effectively to the needs of students from all aboriginal,
racial, ethnocultural and faith communities all by:
- 1.7.1. providing counseling services that are culturally
sensitive, supportive and free of racial or ethnocultural biases;
- 1.7.2. providing proactive strategies to ensure that
students from aboriginal, racial, ethnocultural, and faith communities
are not under-estimated on the basis of stereotypical assumptions, and
to assure that all students experience personal growth and reach their
full potential in academic and life paths;
- 1.7.3. eliminating discriminatory biases related to
students of aboriginal, racial, ethnocultural and faith communities in
educational and life planning programs;
- 1.7.4. encouraging and supporting students of aboriginal,
racial, ethnocultural and faith communities and their families in the
identification of non-traditional career options;
- 1.7.4.1. working with students of aboriginal, racial,
ethnocultural and faith communities and their families to identify
career options that historically have excluded them and help them to
choose academic paths that will allow them to reach their full
potential and succeed in a traditionally racist society;
- 1.7.5. ensuring that communication strategies are in place
to keep all parents/guardians informed about their children's current
educational achievement and progress, including their plans for the
future in a language they understand, and including the provision of
translations where
necessary.
Section
1: index
- 1.8. Employment and Promotion Practices
The Toronto District School Board recognizes that there are barriers
to employment and promotion which historically have had a discriminatory
impact on aboriginal, racial, ethnocultural and faith communities. The
Board is committed to racial and ethnocultural equity in hiring and
promotion practices. The Board is committed to the development and
maintenance of employment and promotion policies, practices and
procedures that are designed to employ a workforce which at all levels
reflects, understands and responds to a diverse population. The Board
will respond to and support this work force and its diverse population
by:
- 1.8.1. ensuring that equitable employment and promotion
practices exist;
- 1.8.2. identifying and eliminating systemic barriers in the
employment and promotion system;
- 1.8.3. ensuring that employment and promotion strategies
focus on under-represented communities;
- 1.8.4. establishing outreach activities and affirmative
action strategies (e.g. encouragement, mentoring, training and staff
development) that focus on marginalized groups of aboriginal, racial,
ethnocultural and faith communities in order to ensure that schools
and other workplaces within the Board achieve equitable representation
at all levels;
- 1.8.5. ensuring that the Board's commitment to antiracism
and ethnocultural equity is communicated throughout the Board, and
that staff, students and community are aware of this commitment;
- 1.8.6. eliminating barriers and encouraging diverse groups
of aboriginal peoples and people from under-represented racial,
ethnocultural and faith communities to apply for teaching and
non-teaching positions.
Section
1: index
- 1.9. Staff Development
The Toronto
District School Board is committed to ongoing staff development on
antiracism and ethnocultural equity for trustees and Board staff and
will assist them to acquire the knowledge, skills, attitudes and
behaviours to identify and eliminate racist and discriminatory practices
by:
- 1.9.1. identifying staff development needs to improve
employees' knowledge, skills and sensitivity in antiracist education
and ethnocultural equity;
- 1.9.2. establishing opportunities for employees to acquire
the critical knowledge, skills, sensitivity and behaviours which will
support the creation and maintenance of an education system that
empowers all students to learn, to achieve success, and to participate
responsibly in a diverse, global society;
- 1.9.3. improving staff's knowledge, skills and expertise in
antiracism and ethnocultural equity in order to help them understand
how to identify and challenge prejudice, discrimination and racism so
that they are better able to meet the needs of students from
aboriginal, racial, ethnocultural and faith communities;
- 1.9.4. training teaching and support staff in antiracist
education methodologies to enable them to deliver an inclusive
curriculum;
- 1.9.5. training and empowering employees to deal
effectively and confidently with issues of racism, biases against
members of aboriginal, racial, ethnocultural and faith communities,
and discrimination;
- 1.9.6. supporting initiatives which foster dialogue to
create an understanding and respect for diversity that will result in
a safe learning environment for all students;
- 1.9.7. promoting the expectations that all employee
practices will reflect antiracism and ethnocultural equity policies
and practices, and establishing criteria for accountability and
evaluation;
- 1.9.8. involving community groups as appropriate in the
design and implementation of staff development
programs.
- 1.10. Harassment
Racial and
ethnocultural harassment is demeaning treatment based on race and
ethnicity. It is a form of discrimination that is prohibited under the
Ontario Human Rights Code. (Please refer to the Board’s draft human
rights policy for the policy
and procedures in regard to racial and ethnocultural harassment. It is
anticipated that this policy will be adopted by the Board in the year
2000.) Section
1: index |