Agenda for the Session

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• Agenda for the Session
• Creating Context
• Alligator Story
• Defining Equity
• Student Voices Stop the World
• Scenarios
• Break
• Call to Action
• Local Planning Time

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• Our Context
• Leadership Action Team Report
• Success for All Students
• Student/Staff Census
• Shared Responsibility
• Alignment Integration of Initiatives
• Capitalizing on and Strengthening our Actions

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• Making Sense and Connections
• Urban Diversity Strategy
• OFIP, EYLP, EYNP
• School Effectiveness Framework
• Character Development
• Empowered Student Partnerships
• Toronto Schools on the Move
• Model Schools for Inner Cities

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• Why?
• To gain a better understanding of the LENS
  through which we LEAD and TEACH.
• Our curriculum needs to better reflect the
  multiple perspectives in our school communities
  (Ability, Class, Gender, Race, and
  Sexual-Orientation).
• Because our students deserve it Choices not
  Chances determine Destiny.

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• Orientation Activity
• Alligator River Story
• Task 1
• Read the story silently to yourself.
• Individually, rank each character from most
  honourable to least honourable.
• Task 2
• Share your ranking with your colleagues and get
  consensus among your group.

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• Our Implicit Bias
• Society has significant bias against non-dominant
  groups
• We absorb bias -- consciously and unconsciously
• People are unaware of their implicit bias
• Our implicit bias predicts our behaviour
• Our implicit bias is less visible to ourselves
• Unlearning unconscious bias is a historical
  project

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Neural Connections

• Neuron - single cell of nervous system
• Neural pathways form in our brain - apple, shoe,
  lion
• Connections path of least resistance
• Emotions chemically re-enforce or establish
  neurological pathways.

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• Reflect on
• What is Equity?
• Provision of opportunities for equality for all
  by responding to the needs of individuals.
  Equity of treatment is not the same as equal
  treatment because it is acknowledging historical
  and present systemic discrimination against
  identified groups and removing barriers,
  eliminating discrimination, and remedying the
  impacts of past discrimination.
• Controversial and Sensitive Issues, p. 68
• What assumptions and practices may create
  barriers?

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What is Equity?

• Providing for the student what they need in order
  to succeed, taking into consideration
• historical and present systemic discrimination
  and bias
• race, gender, class, sexual orientation, and
  ability
• student academic needs
• teaching and learning strategies
• classroom management
• assessment and evaluation
• community involvement
• curriculum

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• Our Students
• Stop the World. I Want to Get On!
• (TDSB) 2005
• As you watch, think about
• Whose voices are these in your own school?
• Whose school is your school?
• Which students in your school might experience
  these same issues and concerns?

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• Equity/Human Rights Documents
• Key TDSB Guidelines, Policies, and Procedures
  that address Equity and Human Rights issues
• Equity Foundation Statement and Commitments to
  Equity Policy Implementation
• Human Rights Policy
• A Teaching Resource for Dealing with
  Controversial and Sensitive Issues in TDSB
  Classrooms
• Guidelines and Procedures for the Accommodation
  of Religious Requirements, Practices, and
  Observances

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• Equity Foundation Statement
• Five commitment areas of equity covered by the
  Equity Foundation Statement that seek to ensure
  fairness, equity, and inclusion for all students
• Anti-Racism and Ethnocultural Equity
• Anti-Sexism and Gender Equity
• Anti-Homophobia, Sexual Orientation, and Equity
• Anti-Classism and Socio-Economic Equity
• Equity for Persons with Disabilities

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• Human Rights Policy
• The purpose of this policy is to prevent
  discrimination and harassment through greater
  awareness of and responsiveness to their
  deleterious effects.

• Age
• Ancestry
• Citizenship/Nationality
• Colour
• Creed/Faith/Religion
• Disability
• Ethnicity/Culture/ Linguistic Origin
• Family Status

• Gender/Sex
• Gender Identity
• Marital Status
• Place of Origin
• Race
• Sexual Orientation
• Socio-Economic Status
• Same-Sex Partnerships Status

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• Controversial and Sensitive Issues
• There are four Guidelines for Dealing with
  Controversial and Sensitive Issues
• Appropriate and well-developed curriculum
  consistent with Ministry and Board Policies.
• Conflicting sets of values are processed
  analytically and for with respect for
  differences.
• Presented in a manner consistent with the
  developmental maturity of students.
• Material must be treated in a fair manner that is
  thorough, balanced and free of unfair biases.

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• Religious Accommodations
• Recommends courses of action and expectations, as
  well as the limitations for religious
  accommodations within the TDSB in the following
  areas
• Religious Holydays and Celebrations
• Opening and Closing Exercises
• Prayer
• Dietary Requirements
• Fasting
• Religious Attire
• Modesty Requirements for Dress for Phys. Ed.
• Participation in Daily Activities and Curriculum

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• Scenarios
• Resources developed and implemented in the TDSB
  are available to enhance our perspective and
  guide our practices and actions.
• Scenarios have been compiled based on feedback.
• Scenarios bring to life some of the challenges in
  our schools, FOS, and Board.

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• Scenarios
• Guiding Questions for all Scenarios
• What are the equity issues that are presented in
  this case study?
• What policies or guidelines could inform your
  decision making?
• What steps should be taken to address the
  situation (immediate, mid-term, and longer term)?
• What other curriculum documents could be used to
  address the issues present here?

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Resources
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• Awareness
• Consciousness raising within individuals
  (inside-out)

• Action
• Plan - how do you achieve this? (specific
  deliverables)

Through

• Alignment
• What are we already doing that fits our
  strategic vision? (develop a critical path)

• Assessment
• Focus on equity of outcome (assessing the impact)
  

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• Call to Action
• Your Role
• Facilitating these discussions for all
  school-based staff.
• Examining your school plans to ensure their
  design and delivery honour and validate Equity
  and Diversity.

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Excellence in education can be realized with a
strong commitment to Equity.