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.
all schools) in order to build prototypes of schools that will increase full access for students, thus ensuring equity of opportunity. Collaborate with Facilities to assess classroom conditions that will impact programs involving Experiential Learning. Continue to involve all stakeholders in consultation regarding the secondary program strategy. Seek input from students, staff, parents and community members to provide insight into the Secondary Program Strategy and accommodation. instructional strategies as required. Continue to shift the focus of school improvement planning to the school level by focusing further on the supports that respond to school needs (specifically, professional learning in schools based on their foci and across Learning Teams) so that Principals are supported by their own colleagues, Superintendents of Education, Coaches. Continue to add online resources and move to teachers sharing those resources that are best supporting their work. Continue to capacity to begin the shift to using classroom leading data so that teachers are using the School Improvement Learning Cycle at the school level. YEAR 3 2018-19 Review Policy P.029, Employment Equity Assess budget decisions and outcomes from Years One and Two to make sure that school programs are effectively supporting and having a positive impact on achievement and for all students. Continue to facilitate discussion and consultation aligned with the Long-Term Program and Accommodation Strategy 2016-2025. Implement the Secondary Program Strategy through the Accommodation Review process. Assess School Improvement Process to ensure consistency with Integrated Equity Framework and to measure overall effectiveness. See Year 2, above. Build consistency among all educators in areas of tracking and communicating evidence of Universal Design for Learning (UDL) in the approaches they have employed to date, substantiating the move from a regular classroom (Elementary) or academic program of study (Secondary) to a specialized or streamed