organized by the learning to contribute to the to identify and In conjunction with the foci that have been ongoing improvement of any barriers that School Improvement this Leadership Capacity may exist for our Process, develop and Plan. conduct ongoing training All existing Build capacity for system will be reviewed sessions throughout the and school leaders so Build capacity for all to ensure they are school year on that the focus of our leaders, through learning to reflect the efforts teams, learning centre Ministry of Education Board’s commitment to on every meetings and through PPM156, including equity and inclusion. in every school department learning transition of students Policy P.031, supported by the explicitly from Section 23 Rights of the on the following into Review Policy P.034, components: classroom Workplace Harassment or Shifting our practice of Provide specific training program of study Review our practices leadership to one in opportunities for (Secondary); and with respect to Religious which every leader principal and Accommodation, to and is open to Regulation 181/98, vice-principals and alignment with the influence of all with specific focus on coaches, consultants and revisions to the coordinators to provide stakeholders’ voices developing and Human Rights (students, parents, Individual effective leadership for Commission Policy on communities and staff) Educational Plans the school improvement Creed. cycle: Plan, Act, Assess, when making decisions (IEPs) and the in the service of our Placement Reflect, realizing that each group of leaders students. and Review has distinct they related (IPRC) process. Providing formal responsibilities for this and process. training to better integrate our Support school improvement principals, and equity coaches, as well as to and help leaders engage to facilitate their staff in discussing dialogue with all of issues of power and staff, honouring the privilege to confront expertise of all bias and eliminate staff leading to a shift in how leadership is shared and exercised and how Providing formal
organized by the learning foci that have been Build capacity for system and school leaders so that the focus of our efforts on every in every school supported by the of the Provide specific training opportunities for principal and vice-principals and coaches, consultants and coordinators to provide effective leadership for the school improvement cycle: Plan, Act, Assess, Reflect, realizing that each group of leaders has distinct they related responsibilities for this process. Support principals, coaches, and to facilitate dialogue with all staff, honouring the expertise of all staff leading to a shift in how leadership is shared and exercised and how to contribute to the ongoing improvement of this Leadership Capacity Plan. Build capacity for all leaders, through learning teams, learning centre meetings and through department learning explicitly on the following components: Shifting our practice of leadership to one in which every leader and is open to the influence of all stakeholders’ voices (students, parents, communities and staff) when making decisions in the service of our students. Providing formal and training to better integrate our school improvement and equity as well as to help leaders engage their staff in discussing of issues of power and privilege to confront bias and eliminate Providing formal In conjunction with the School Improvement Process, develop and conduct ongoing training sessions throughout the school year on Ministry of Education PPM156, including transition of students from Section 23 into classroom or program of study (Secondary); and Regulation 181/98, with specific focus on developing and Individual Educational Plans (IEPs) and the Placement and Review (IPRC) process. to identify and any barriers that may exist for our All existing will be reviewed to ensure they are to reflect the Board’s commitment to equity and inclusion. Policy P.031, Rights Review Policy P.034, Workplace Harassment Review our practices with respect to Religious Accommodation, to alignment with revisions to the Human Rights Commission Policy on Creed.
FinalReportIntegratedEquityFrameworkActionPlan_221016.docx