foci that have been to the ongoing In conjunction with the training and sensitivity to determined. improvement of this School Improvement identify and remove any Leadership Capacity Plan. Process, develop and barriers that may exist for Build capacity for system conduct ongoing training our employees. All and school leaders so Build capacity for all sessions throughout the existing programs will be that the focus of our leaders, through learning school year on reviewed to ensure they improvement efforts teams, learning centre are delivered to reflect remains on every meetings and through Ministry of Education the Board’s commitment classroom in every school department learning PPM156, including to equity and inclusion. supported by the opportunities, explicitly transition of students responsiveness of the focusing on the following from Section 23 Review of Policy P.034, system. components: programs back into Workplace Harassment regular classroom Provide specific training Shifting our practice of Review our practices with (Elementary) or opportunities for leadership to one in respect to Religious academic program of superintendents, which every leader Accommodation, to (Secondary); and principal and engages and is open to ensure alignment with and coaches, the influence of all Regulation 181/98, recent revisions to the consultants and stakeholders’ voices with specific focus on Ontario Human Rights coordinators to provide (students, parents, developing and Code. effective leadership for communities and staff) implementing the school improvement when making decisions Individual Educational cycle: Plan, Act, Assess, in the service of our Plans (IEPs) and the Reflect, realizing that students. Identification, each group of leaders has Placement and Providing formal distinct they related Review Committee and responsibilities for this (IPRC) process. training to process. better integrate our Support superintendents, school improvement principals, vice-principals, and equity coaches, coordinators commitments, as well and consultants to as to help leaders facilitate professional engage their staff in dialogue with all staff, discussing of issues of honouring the power and privilege to professional expertise of confront bias and all staff leading to a shift eliminate barriers. in how leadership is Providing learning shared and exercised and opportunities to help how our school goals are leaders with facilitating achieved. the inquiry process and Provide support to all staff coaching, in order educators in schools to strengthen the through focused ability of all staff to professional learning, contribute to
foci that have been determined. Build capacity for system and school leaders so that the focus of our improvement efforts remains on every classroom in every school supported by the responsiveness of the system. Provide specific training opportunities for superintendents, principal and 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 superintendents, principals, vice-principals, coaches, coordinators and consultants to facilitate professional dialogue with all staff, honouring the professional expertise of all staff leading to a shift in how leadership is shared and exercised and how our school goals are achieved. Provide support to all educators in schools through focused professional learning, to the ongoing improvement of this Leadership Capacity Plan. Build capacity for all leaders, through learning teams, learning centre meetings and through department learning opportunities, explicitly focusing on the following components: Shifting our practice of leadership to one in which every leader engages 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 commitments, as well as to help leaders engage their staff in discussing of issues of power and privilege to confront bias and eliminate barriers. Providing learning opportunities to help leaders with facilitating the inquiry process and staff coaching, in order to strengthen the ability of all staff to contribute to 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 programs back into regular classroom (Elementary) or academic program of (Secondary); and Regulation 181/98, with specific focus on developing and implementing Individual Educational Plans (IEPs) and the Identification, Placement and Review Committee (IPRC) process. training and sensitivity to identify and remove any barriers that may exist for our employees. All existing programs will be reviewed to ensure they are delivered to reflect the Board’s commitment to equity and inclusion. Review of Policy P.034, Workplace Harassment Review our practices with respect to Religious Accommodation, to ensure alignment with recent revisions to the Ontario Human Rights Code.
IntegratedEquityFrameworkActionPlan_220916.docx