Introduction
It is the responsibility and moral imperative of the Thames Valley District School Board to act intentionally to enhance equity, inclusion, and respect for human rights across its vast district, in all its schools, classrooms and communities.
TVDSB’s Draft Equity Action Plan builds on existing legal and policy frameworks that establish the role of school boards in ensuring equitable access to, and enjoyment of educational opportunities. It focuses on the removal of discriminatory barriers to education for Indigenous, Black and racialized students, students experiencing poverty, students who are new to Canada, who are religious and linguistic minorities, students with disabilities or who have special education needs, students who identify as 2SLGBTQ+ – recognizing the intersectionality between and among these identities.
The Draft Plan reflects and affirms the Thames Valley District School Board’s commitment to upholding the Ontario Human Rights Code, the Education Act, and the Canadian Charter of Rights and Freedoms. It identifies targeted actions based on the criteria outlined in Ontario’s Education Equity Action Plan (2017) and the Ontario Ministry of Education’s Policy/Program Memorandum, Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools (PPM 119).
The Thames Valley District School Board recognizes the inherent rights of Indigenous Peoples and the need to create and foster a culturally safe environment for Indigenous students and staff. The TVDSB acknowledges its longstanding relationships through Education Service Agreements with the Oneida Nation of the Thames, the Chippewas of the Thames First Nation, and the Munsee-Delaware Nation, as well as with urban Indigenous communities. In continuing to develop this Draft Plan, TVDSB recognizes the need for ongoing collaboration with the TVDSB Indigenous Education Team and Indigenous communities, families and students.
The Draft Plan represents an initial step in TVDSB’s ongoing commitment to grow in our ability to address inequities in our system and barriers that impact students and staff. The voices of students, families and community, gathered through extensive consultation and dialogue in the coming months, will be the driving force in charting the path forward.
Glossary of Terms |
Affiliative Networks Anti-Black Racism Anti-Indigenous Racism Anti-Racism Bias-Free Progressive Discipline Black Student Networks Cultural Appropriation Culturally Relevant and Responsive Pedagogy (CRRP) CRRP has an institutional dimension, in the values demonstrated by administration and leadership in policy and procedure; a personal dimension, in the mindset of educators who are both self-aware and deeply knowledgeable of their students; and an instructional dimension, in the practices adopted by educators in a culturally responsive classroom. Culture Culturally Safe Learning Environments De-streamed Disaggregated data Discrimination Diversity Kits Equity Gay-Straight Alliances (GSAs) Human Rights Intersectionality In the context of race and Indigenous identity, this means recognizing the ways in which people’s experiences of racism or privilege, including within any one group, may vary depending on the individual’s or group’s relationship to additional overlapping or intersecting social identities, like religion, ethnic origin, gender, age, disabilities or citizenship and immigration status. Marginalized Minoritized Oppression/Anti-oppression Pathways Promoting Positive Behaviour Toolkit Racialized Restorative Practices Safe and Inclusive Schools Plan (SISP) School Improvement Plans (SIPs) Student Associations Student Success Teacher (SST) Systemic Racism Third Path/Third Path Toolkit Trauma-Sensitive Practice/Approach Two-Spirit |
Affirming Identities
Goal One:
Affirm and represent the identities of all students in their academic and social experiences, including those who identify as Indigenous, Black and racialized; who are experiencing poverty; who are newcomers to Canada; who identify as 2SLGBTQ+; students who are religious or linguistic minorities; students with disabilities and special education needs; and children and youth in care.
Objective 1: Reflect Indigenous, Black and minoritized students’ identities, abilities and lived experiences in learning opportunities. |
Tasks: Provide professional learning to educators on the use of tools and information that promote an understanding of each student’s interests, abilities, needs and identity, to inform responsive instruction and assessment (e.g. Student Profile, Learning Engagement & Activity Profile). Provide professional learning to administrators and educators in Culturally Relevant and Responsive Pedagogy (CRRP), Trauma-sensitive approaches and Restorative Practices. Develop and share a decision-making tool for educators to identify, select and use culturally relevant and responsive resources that reflect a range of student identities and promote social justice education. Update resources that affirm student identities and provide representation of minoritized communities in broader societies, (e.g. Diversity Kits, Third Path Toolkit, Promoting Positive Behaviour Toolkit). Offer First Nations, Métis, and Inuit Studies courses throughout TVDSB Secondary Schools, ensuring educators are well prepared to teach the courses through ongoing professional learning and support from the Indigenous Education team. Ensure schools develop initiatives that affirm student identities based on input from staff and students with relevant lived experiences. Key Indicators: Professional learning feedback forms. Feedback and use of tools, toolkits and resources. Availability of culturally relevant learning materials in libraries as tracked on library inventories. What this will tell us: Educators will have a better understanding of student identity, ability and experiences which informs culturally relevant and responsive instruction and assessment. Resources and learning opportunities will represent and affirm student identities and the diverse identities in broader society. Number of students enrolled in the First Nations, Métis, and Inuit Studies courses. |
Objective 2: Create physical and social environments that affirm Indigenous, Black and minoritized students’ multiple identities. |
Tasks: Ensure that all TVDSB schools have all-gender washrooms. Develop a document with information and guidance for supporting Indigenous Students and Families/Caregivers. Develop a document with information and guidance for supporting Black Students and Families/Caregivers. Develop a document with information and guidance for supporting Students and Families/Caregivers of all Faiths and Creeds. Support schools to develop and execute a Safe and Inclusive Schools Plan. Support schools to identify opportunities for dedicated space for Indigenous Students in their buildings, with guidance from the Indigenous Education team and input from the Indigenous students and families. Ensure that TVDSB schools with an Oneida language program have a dedicated classroom for Oneida language learners. Key Indicators: Number of schools with all-gender washrooms. Inclusion of stakeholders and representative voices in the creation of information and guidance documents. Distribution and use of information and guidance documents among administrators, educators, and staff. Safe & Inclusive Schools Plans. Student voice data from student networks and student conference.. What this will tell us: All students, including those who identify as Indigenous, Black or minoritized will experience increased safety, affirmation of identity and inclusion. |
Objective 3: Provide opportunities for Indigenous, Black and minoritized students to connect and share their TVDSB academic and social experiences. |
Tasks: Support established Black Student Networks by establishing meeting dates, ensuring that staff advisors are in place to facilitate meetings, working with TVDSB communications department to encourage student participation. Encourage schools to organize student alliances for minoritized students, such as Gay Straight Alliances, Indigenous Student Associations, Black Student Associations, Muslim Student Associations etc. Offer Indigenous, Black and minoritized students conference opportunities that deepens understanding of identity, intersectionality, equity and ways to engage in positive change. Develop a Student Equity and Inclusion Advisory Committee representative of diverse identities of students to consult on student-related policies, programs and initiatives. Support the establishment of an Indigenous Student Advisory Council. Provide opportunities for students to learn more about the diverse identities and experiences within their school community and TVDSB. Key Indicators: Student participation in networks, alliances, conferences, and advisory committee. Student voice feedback from network, alliance, conference, and committee participants. Feedback from staff advisors for networks and student alliances. What this will tell us: Indigenous, Black and minoritized students will experience increased safety, affirmation of identity and inclusion. TVDSB will develop an understanding about what is going well for Indigenous, Black and minoritized students and how these students continue to be underserved. |
Questions:
- What else can we do?
- How do we get there?
Staff Capacity
Goal Two:
Build staff capacity to apply anti-racist and equitable practices to remove disproportionalities and disparities in outcomes for students who identify as Indigenous, Black and racialized; who are experiencing poverty; who are newcomers to Canada; who identify as 2SLGBTQ+; students who are religious or linguistic minorities; students with disabilities and special education needs; and children and youth in care.
Objective 1: Build staff understanding of key approaches related to equity, anti-oppression and anti-racism. |
Tasks: Offer professional learning for Senior Administration, System Leaders, School Administrators and Educators in areas of equity, anti-oppression, anti-racism and Culturally Relevant and Responsive Pedagogy (CRRP). Update resources such as Diversity Kits, Third Path Toolkit, Promoting Positive Behaviour Toolkit to support understanding of equity, anti-oppression, anti-racism and culturally relevant and responsive pedagogy. Key Indicators: Professional learning feedback forms. Use of tools, toolkits and resources through feedback form. Application of CRRP, Trauma-sensitive and Restorative Practices through information gathered related to suspensions and attendance.. What this will tell us: Staff capacity to address disproportionalities and disparities in outcomes for Indigenous, Black and minoritized students will increase. Areas of further learning needs for staff related to equity, anti-oppression and anti-racism will be identified. |
Objective 2: Identify and understand gaps in student outcomes for Indigenous, Black and minoritized students. |
Tasks: Administer the Every Student Belongs Survey to collect identity-based data about the students in TVDSB. Analyze student demographic data to identify and address disparities in outcomes. Build the capacity of administrators, educators and staff to utilize student demographic data and understand the gaps in outcomes of marginalized and minoritized students through professional learning opportunities. Support Safe and Inclusive Schools Plan (SISP) Teams to identify, understand and make decisions based on data related to disparities for marginalized and minoritized students. Identify strengths and successes evidenced by student data to ensure continued support for best practices. Review, analyze, and address the strengths and gaps identified in the data of self-identified Indigenous Students. Establish benchmarks of data to be shared with system leaders to measure progress. Develop a comprehensive learning plan for staff that builds their knowledge about Indigenous People. . Key Indicators: Student participation in survey. Safe and Inclusive Schools Plans. Professional Learning feedback forms. What this will tell us: Who the students that we serve are. What the student outcome gaps are and for whom. Decisions to address gaps in student outcomes for Indigenous, Black and minoritized students will be informed by data. |
Objective 3: Staff implement practices to address disproportionalities for Indigenous, Black and minoritized students. |
Tasks: Engage in a Ministry of Education project piloting Grade 9 de-streamed Math & English to eliminate the disparity and disproportionality of Indigenous, Black and minoritized students whose outcomes have been traditionally impacted by being placed in Pathways that limit their post-secondary choices. Develop professional learning, resources and system supports to successfully implement de-streamed Grade 9 Math across schools in TVDSB. Provide professional learning related to Bias-free Progressive Discipline and Restorative Practices to address the disparity and disproportionality of suspensions received by Indigenous, Black and minoritized students. Key Indicators: Grade 9 Student feedback from pilot Ministry of Education project. Grade 9 achievement data and pathway selections Professional learning attendance and feedback forms. Suspension data for Indigenous, Black and minoritized students. What this will tell us: Students and families will be supported to make informed decisions related to Pathway choices. Administrators, educators and staff will implement CRRP practices when planning, delivering and assessing Grade 9 de-streamed Math and English. Suspensions for Indigenous, Black and minoritized students will be reduced. |
Questions:
- How do we get there?
- What else can we do?
- What are we missing?
- How else can we make this happen?
Connectedness
Goal Three:
Build purposeful and collaborative relationships with students, staff, caregivers and community partners that promote equity and create communities of belonging for students who identify as Indigenous, Black and racialized; who are experiencing poverty; who are newcomers to Canada; who identify as 2SLGBTQ+; students who are religious or linguistic minorities; students with disabilities and special education needs; and children and youth in care.
Objective 1: Develop and provide equitable and inclusive opportunities to engage caregivers and community members. |
Tasks: Establish an Equity and Inclusion Advisory Committee to offer community voice and diverse perspectives on the development of System initiatives to promote equity. Provide professional learning to administrators, educators and staff related to equitable approaches to parent, family and caregiver engagement. Share Promoting Positive Behaviour toolkit with teachers and administrators to support the use of a restorative approach when engaging families/caregivers in progressive discipline conversations. Offer restorative practices training to administrators, teachers, school social workers. Plan a Student and Family Voice conference where students from Indigenous, Black and minoritized identities are invited to provide feedback and suggestions to improve the social and academic experience in our schools. Ensure the TVDSB Indigenous Education team is included in developing approaches to engage with Indigenous students, families, caregivers, staff, and communities. Key Indicators: Participation, engagement and feedback from Equity and Inclusion Advisory Committee members. Meeting agendas. Educator, staff and administrator participation in Professional Learning. Professional learning feedback forms. Feedback and use of tools, toolkits and resources. Student and Family voice conference feedback. What this will tell us: Relationships and trust are strengthened among Advisory Committee members to support further collaboration. Opportunities for further learning and sharing within the Advisory Committee Educators, staff and administration are using tools, toolkits, resources and training to develop equitable parent, family and caregiver engagement strategies. Successful strategies for supporting Indigenous, Black and minoritized students and their families; areas of need for these students and families. |
Objective 2: Develop and provide equitable and inclusive opportunities for staff to engage in networks of support. |
Tasks: Create opportunities for supported collaboration of minoritized staff members through the establishment of affiliative networks. Key Indicators: Number of affiliative networks established to represent minoritized staff and number of staff participants. Number of meetings held by the affiliative networks. Feedback from affiliative group members. What this will tell us: Increase in partnership and collaboration among members of affiliative networks will be formed. Strengthened relationships with minoritized staff members will be established. |
Questions:
- Are we on the right track?
- What are we missing?
- What have we not thought of?
Representation
Goal Four:
Cultivate a TVDSB workforce and foster leadership that is reflective of the diversity of students across the Thames Valley District School Board and the broader community.
Objective 1: Diversify applicants for TVDSB staff positions. |
Tasks: Develop and implement an Equitable Recruitment Strategy to increase representation of minoritized staff at all levels of the organization. Enhance existing community connections to identify new opportunities for outreach and recruitment activities in underrepresented communities. Participate in job fairs and other recruitment activities to intentionally attract applicants with underrepresented identities and backgrounds. Expand and diversify the TVDSB workforce by advertising on websites and social media with an intentional focus on underrepresented communities. Collect and analyze voluntary racial identity data from all new TVDSB employees. Key Indicators: Number of staff hired, retained and promoted representing minoritized groups from Staff Census and new hire data. Number of outreach and recruitment activities held in underrepresented communities. What this will tell us: Representation of minoritized staff at all levels of the organization will increase. Community connections to support recruitment of underrepresented communities will increase. |
Objective 2: Ensure equitable access to employment by removing barriers and biases in the hiring process. |
Tasks: Review employment assessment guidelines, scoring rubrics and other documentation requirements in the selection process to identify gaps in consistency and transparency. Create assessment tools to support diversity and equity in staff hiring. Expand bias-aware training program to all individuals involved in the hiring process. Ensure shortlisting and selection decisions are made by at least two hiring committee members. Key Indicators: Regular reviews of job competitions. The existence of assessment guidelines, scoring rubrics, and other documentation to support transparent decision-making in the hiring process. Number of participants in bias-aware training. What this will tell us: Candidates will experience a consistent and transparent hiring process. Staff involved in hiring will have tools and strategies to acknowledge and examine personal bias and its impact. |
Objective 3: Develop equitable promotional practices and procedures to increase staff diversity in leadership roles. |
Tasks: Review Vice Principal and Principal application packages and interview questions to ensure that all candidates are required to provide evidence of equity work in their current role. Review hiring and onboarding practices with new external Vice Principals and Principals to understand their experiences and identify any barriers in the process. Ensure that leadership opportunities are provided to all employee groups, including those from underserved communities, through the lead program. Key Indicators: Frequency of review of application and interview questions. Number of successful Vice Principal and Principal candidates. Identified gaps in hiring and onboarding process. Staff Census data to measure staff diversity in leadership roles. What this will tell us: Representation of underrepresented staff in leadership roles will increase. Identified gaps and barriers will be removed. Representation of underrepresented staff aspiring to be leaders in TVDSB will increase. |
Questions:
- How do we get there?
- How else can we be effective?
- What else should we look for?
Securing Responsibility
Goal Five:
Prioritize human rights, Indigenous rights, anti-oppression and equity in all structures, policies, practices, and decision-making.
Objective 1: Build educator, staff and administrator understanding of principles of human rights, Indigenous rights, anti-oppression and equity as outlined in plans, policies, practices, and guidelines. |
Tasks: Provide professional learning and resources to Administrators, educators and staff in areas of equity, anti-oppression, anti-racism, Culturally Relevant and Responsive Pedagogy (CRRP), Indigenous rights and human rights. Key Indicators: Professional learning feedback forms. Trends in complaints and support requests related to the implementation of plans, policies, practices, guidelines.. Policies and guidelines related to Human Rights in schools and classrooms developed. Consistent process for human rights complaints created/developed. What this will tell us: Staff have increased capacity to respond to issues related to equity, human rights, Indigenous rights, anti-oppression and anti-racism. Learning opportunities provided respond to gaps in staff and administrator learning. |
Objective 2: Embed human rights principles, practices to uphold Indigenous rights, anti-oppression strategies, and equity practices in all system and school-level planning, classroom practices, guidelines, policies. |
Tasks: Review all TVDSB policies and procedures under revision to ensure compliance with, and advancement of principles of equity, inclusion and human rights. Identify gaps and areas of need in policy guidance. Develop, in consultation with relevant stakeholders, new policies and procedures to guide equitable practices in schools, classrooms, and community. Create a consistent process for human rights complaints from students, families and staff. Support schools to incorporate equity focused monitors and measures in School Improvement Plans. Provide system-wide direction and support on human rights issues in schools and classrooms (e.g. prohibition of the use of racial slurs and epithets). Develop a consistent process for responding to classroom practices that cause harm or create negative experiences for students that supports staff understanding of culturally safe learning environments. Develop a system document/guidelines on how to avoid Cultural Appropriation and a process that addresses Cultural Appropriation when it takes place that includes professional learning for staff and support in communication of wrongdoing to students and families. Key Indicators: Number of policies and procedures reviewed through the Equity and Inclusive Education (EIE) Policy Review Committee process. Number of existing policies and procedures adapted and created to support goals related to equity and inclusion. Review of School Improvement Plans to ensure equity focused monitors and measures. Policies and guidelines related to Human Rights in schools and classrooms developed. Consistent process for human rights complaints created/developed. What this will tell us: More tools are available to guide the conduct and practice of educators, staff and administrators in relation to equity and human rights. Expectations for the conduct and practice of all TVDSB employees and community partners are clear and transparent. |
Questions:
- How else can we achieve this?
- What else do we need to consider?
- How else can we build understanding?
- What are we missing?
Contact Us