Policies, Programs, Guidelines and Practices
Area of Focus 1
First Phase : Emerging Practice
The administrator :
can speak to the policy requirements;
has awareness of new issues, and policies and their potential impact;
has awareness of the impact of the policy requirements in the daily functionality of the school environment; and,
has awareness of EIE principles within the Board and School Improvement Plan.
Second Phase : Embedded Practice
As an administrator I review existing schools policies and practices to ensure that they reflect and support board and Ministry EIE policies and invite greater staff and community involvement.
The administrator, with consultation from the school team and the community:
facilitates involvement with Ministry, Community organizations (e.g. First Nations, Metis, Inuit, Diverse Learners, Religious Organizations) and system level committees in order to consider and reflect school voice in the planning and implementation process;
establishes clear and transparent procedures which encourage input from a variety of community members (e.g. surveys, open and ongoing feedback, dialogue, and exit tickets).
Third phase : Integration and Renewal
The school culture is such that members, including students, staff, parents and the broader community regularly review, can speak to, and promote the needs of the community to ensure that related policies and practices support EIE principles.
The administrator, with consultation from the school team :
ensures regular and purposeful review and implementation of current practices and policies with EIE principles in mind (e.g. Code of Conduct, Co-Curricular, School Improvement, Safe School Implementation, Anti-bullying, Religious Accommodations);
ensures presence and thoughtful consideration of student, staff, parent, and community input during review process.
2. Board website should include training, resources, and shared information regarding positive school climate, LGBT, mental health, safe schools, and FNMI education.
3. School Code of Conduct should be reviewed every three years in consultation with a committee that includes membership from staff, student population (senior and junior), and parents and which accurately represents the diversity of the school.
Ontario Leadership Framework (OLF)
Alignment with the Ontario Leadership Framework (OLF) :
Setting Direction (Communicating the vision and goals);
Securing Accountability (Meeting the demands for external accountability);
Personal Leadership Resources (Proactivity).
On this page :
1.5 What are we doing to support the successful implementation of the EIE strategy and build system capacity (e.g., by addressing assumptions about diversity and student learning)?
1.6 How well do the practices of the board and school (e.g., practices related to classroom and wall displays, instruction and assessment, communications, school events/speakers, contents of the library, parent engagement, and student discipline) convey support for EIE principles?
1.3 How effective are our employment practices at supporting equitable hiring, mentoring, retention, promotion, and succession planning?