main index

3.1: Board Policies, Guidelines and Practices
3.2. Leadership
3.3. School-Community Partnerships
3.4. Curriculum
3.5. Student Languages
3.6. Student Evaluation, Assessment and Placement
3.7. Guidance
3.8. Employment and Promotion Practices
3.9. Staff Development
3.10. Harassment

• 3.1. Board Policies, Guidelines and Practices
  The Toronto District School Board has approved an Equity Policy Statement which requires that ideals related to Anti-Homophobia, Sexual Orientation and Equity 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 members of these communities, particularly of those groups whose voices have traditionally and systemically been marginalized and excluded on the basis of their sexual orientation. This includes lesbians, gay men, bisexuals, two spirited, transsexual and transgender people and their families. The Board shall provide an appropriate mechanism to ensure accountability for achieving these goals by:
  
  • 3.1.1. articulating clearly the Board's commitment to the principles of anti-homophobia and equity on the basis of sexual orientation and gender identity in all Board policies, guidelines, day-to-day operations, protocols and practices;
  • 3.1.2. identifying and eliminating homophobic and heterosexist biases and barriers in Board policies, guidelines, day-to-day operations, protocols and practices;
  • 3.1.3. identifying the many diverse sectors within the lesbian and gay communities and other communities identifying on the basis of sexual orientation and gender identity and other historically disadvantaged groups within the jurisdiction of the Board and involving these communities in partnership activities;
  • 3.1.4. assessing the effectiveness of this community consultation and partnership involvement;
  • 3.1.5. establishing accountability processes to document progress and ensure continuous implementation of the Anti-homophobia, Sexual Orientation and Equity Commitments to Equity Policy;
  • 3.1.6. allocating resources to provide compensatory education and ensure policy implementation.                                                              Section 3: index
    
    
• 3.2. 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:
  • 3.2.1. assisting trustees, administrators, staff and student leaders to develop knowledge, skills, attitudes and behaviours required to implement the Equity Policy in the area of Anti-homophobia and Sexual Orientation;
  • 3.2.2. ensuring that policy directions, priorities and day-to-day implementation of programs and services are consistent with the aims of Anti-homophobia, Sexual Orientation and Equity;
  • 3.2.3. 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;
  • 3.2.4. ensuring that educational practices are inclusive and reflect the contributions of the diverse lesbian and gay communities, and other communities of people who identify themselves on the basis of sexual orientation and gender identity, and that all forms of stereotyping, prejudice, discrimination, homophobia and violence against these communities are challenged and eliminated.                                Section 3: index
    
    
• 3.3. 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 the lesbian and gay communities and other communities who identify themselves on the basis of sexual orientation and gender identity to enhance educational opportunities for all. The Toronto District School Board is committed to ongoing, constructive and open dialogue in partnership with lesbian and gay communities and other communities who identify themselves on the basis of sexual orientation and gender identity 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:
  • 3.3.1. identifying and involving representative and inclusive organizations and lesbian and gay communities and other communities who identify on the basis of sexual orientation and gender identity within the jurisdiction of the Board;
  • 3.3.2. requesting these communities and organizations to identify representatives for the purpose of establishing school-community partnerships;
  • 3.3.3. 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;  
  • 3.3.4. encouraging School Councils, Home and School Organizations and Parent- Teacher Associations to reflect the range of lesbian and gay communities and other communities who identify themselves on the basis of sexual orientation and gender identity that they represent;
  • 3.3.5. ensuring effective and appropriate communication with community partners in their languages as required;
  • 3.3.6. ensuring access by students, parents and staff to supportive resources provided by the lesbian and gay communities and other communities who identify themselves on the basis of sexual orientation and gender identity as appropriate for use in TDSB schools.                               Section 3: index
    
    
• 3.4. 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 sexual orientation 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 lesbian and gay students who identify on the basis of sexual orientation to see themselves reflected in the curriculum. The Board is further committed to providing each student with the knowledge, skills attitudes and behaviours needed to live in a complex and diverse world by:
  • 3.4.1. ensuring that the principles and practices of antihomophobia and equity on the basis of sexual orientation permeate the curriculum in all subject areas;
  • 3.4.2. examining and challenging homophobic and heterosexist curriculum in order to ensure inclusivity;
  • 3.4.3. developing a process to determine whether discriminatory biases related to sexual orientation and gender identity are present in existing learning materials, programs or practices;
  • 3.4.4. ensuring the review and/or modification of materials which promote stereotyping, the review and modification of programs which promote stereotyping, discrimination, homophobia or heterosexism, and the removal or materials or programs which promote hatred or violence against gays, lesbians or other people who identify on the basis of sexual orientation;
  • 3.4.5. 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 homophobia and heterosexism;
  • 3.4.6. ensuring that classrooms, resource centres, school libraries, audio-visual collections and computer software contain appropriate materials and resources which accurately reflect the range of Canada's lesbian and gay communities and other communities who identify themselves on the basis of sexual orientation or gender identity;
  • 3.4.7. 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 the lesbian and gay communities and other communities who identify themselves on the basis of sexual orientation or gender identity;
  • 3.4.8. supporting student leadership programs in anti-homophobia education and equity;
  • 3.4.9. developing and providing both academic and service programs and supports in all curriculum areas to meet the needs of underachieving lesbian and gay students and other students facing discrimination because of their or their family members' sexual orientation or gender identity, including programs to encourage all students to have high expectations and to consider non-traditional gender roles and work;
    • 3.4.9.1. ensuring that the contributions of lesbian and gay communities, and other communities who identify on the basis of sexual orientation or gender identity, to Canadian and world history and to historiography are included accurately in all aspects of the curriculum;
    • 3.4.9.2. ensuring that curriculum materials and learning resources are allocated to challenge hate groups and hate propaganda against the lesbian and gay communities and other communities who identify themselves on the basis of sexual orientation, gender and/or any other social identity.   Section 3: index
       
      
• 3.5. Student Languages
  Language proficiency is the foundation of academic success. Lesbian and gay students and other students who identify on the basis of sexual orientation and gender identity 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:
  • 3.5.1. ensuring that students achieve literacy in at least one official language;
  • 3.5.2. providing appropriate classroom support for language learning;
  • 3.5.3. affirming and valuing students’ first/indigenous language;
  • 3.5.4. supporting the learning of languages in addition to English and French;
  • 3.5.5. ensuring that students’ diverse sexual orientations and gender identities are valued and affirmed in such language learning;
  • 3.5.6. committing to using clear and inclusive language and design that promotes understanding;
  • 3.5.7. ensuring that resources are available to facilitate appropriate communication with students/parents/guardians.                        Section 3: index
    
    
• 3.6. Student Evaluation, Assessment and Placement
  The Toronto District School Board is committed to evaluation, assessment, programming and placement processes which are sensitive to students' sexual orientation and gender identities as well as personal/family experiences by:
  • 3.6.1. identifying, reviewing and changing practices which lead to the disproportionate streaming of students who identify on the basis of sexual orientation into academic programs which narrows their choices and life opportunities or limits participation in their local community;
  • 3.6.2. ensuring that bias on the basis of sexual orientation 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;
  • 3.6.3. 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 sexual orientation and gender identity, and their interconnections to cultural and linguistic factors, faith, gender, socio-economic factors, disabilities, personal/family experiences, previous education, future expectations and students’ future expectations and rights to continuity, stability and community belonging;
  • 3.6.4. 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 3: index
    
    
• 3.7. 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 lesbian and gay and other students who identify on the basis of sexual orientation or gender identity by:
  • 3.7.1. providing counseling services that are culturally sensitive, supportive and free of bias on the basis of sexual orientation and gender identity;
  • 3.7.2. providing proactive strategies to ensure that lesbian and gay students, students from same sex families and other students who identify on the basis of sexual orientation and gender identity 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;
  • 3.7.3. eliminating discriminatory biases related to sexual orientation or gender identity in educational and life planning programs;
  • 3.7.4. encouraging and supporting lesbian and gay students, other students who identify themselves on the basis of sexual orientation and gender identity, and their families in the identification of non-traditional career options and appropriate academic paths;
    • 3.7.4.1. working with lesbian and gay students, other students who identify themselves on the basis of sexual orientation and gender identity, 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 heterosexist society;
  • 3.7.5. 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;
  • 3.7.6. recognizing the importance and ensuring the maintenance of confidentiality around matters of sexual orientation and gender identity for youth.                                                                                 Section 3: index
    
    
    
• 3.8. Employment and Promotion Practices
  The Toronto District School Board recognizes that there are barriers to employment which historically have had a discriminatory impact on the basis of sexual orientation and gender identity. The Board is committed to equity for all in hiring and promotion practices. The Board commits itself to the development and maintenance of employment and promotion policies, practices and procedures which 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:
  
  • 3.8.1. ensuring that equitable employment and promotion practices exist;
  • 3.8.2. identifying and eliminating systemic barriers in the employment and promotion system;
  • 3.8.3. ensuring that employment and promotion strategies focus on under-represented communities;
  • 3.8.4. establishing outreach activities and affirmative action strategies (e.g.encouragement, mentoring, training and staff development) that centre on that focus on marginalized groups of lesbian and gay people and others who identify themselves on the basis of sexual orientation or gender identity in order to ensure that schools and other workplaces within the Board achieve equitable representation at all levels;
  • 3.8.5. ensuring that the Board's commitment to anti-homophobia and sexual orientation equity is communicated throughout the Board, and that staff, students and community are aware of this commitment;
  • 3.8.6. eliminating the barriers and encouraging diverse groups of openly lesbian, gay bisexual and transgender people to apply for teaching and non-teaching positions;
  • 3.8.7. ensuring that the confidentiality of the sexual orientation and gender identity of staff be protected.                            index
    
    
• 3.9. Staff Development
  The Toronto District School Board is committed to on-going staff development on anti-homophobia and sexual orientation equity for trustees and Board staff and will assist them to acquire the knowledge, skills, attitudes and behaviours to identify and eliminate homophobic and heterosexist practices by:
  • 3.9.1. identifying staff development needs to improve employees' knowledge, skills and sensitivity in anti-homophobia and equity on the basis of sexual orientation and gender identity;
  • 3.9.2. 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 regardless of their sexual orientation or gender identity;
  • 3.9.3. improving staff's knowledge, skills and expertise in anti-homophobia and sexual orientation equity in order to help them understand how to identify and challenge prejudice, stereotyping and discrimination on the basis of sexual orientation and gender identity so that they are better able to meet the needs of all students;
  • 3.9.4. training teaching and support staff in anti-homophobia methodologies to enable them to deliver an inclusive curriculum;
  • 3.9.5. training and empowering employees to deal effectively and confidently with issues of homophobia and heterosexism;
  • 3.9.6. supporting initiatives which foster dialogue to create an understanding and respect for diversity which will result in a safe learning environment for all students;
  • 3.9.7. promoting the expectations that all employee practices will reflect antihomophobia and sexual orientation equity policies and practices, and establishing criteria for accountability and evaluation;
  • 3.9.8. involving as appropriate lesbian and gay community groups and groups representing other communities who identify themselves on the basis of sexual orientation and gender identity in the design and implementation of staff development programs.
    
    
• 3.10. Harassment
  Homophobic harassment is demeaning treatment, whether intended or not, on the basis of a lesbian or gay sexual orientation. Closely related are harassment based on other sexual orientations or gender identities. These are all forms of discrimination that are prohibited under the Ontario Human Rights Code. (Please refer the Board’s draft human rights policy   for the policy and procedures with regard to harassment. It is anticipated that this policy will be adopted by the Board in the year 2000.)                 Section 3: index

Section 1: Antiracism and Ethnocultural Equity
Section 2: Antisexism and Gender Equity
Section 3: Antihomophobia, Sexual Orientation and Equity (index)
Section 4: Anticlassism and Socio-Economic Equity
Section 5: Equity for Persons with Disabilities