Area of Focus 5
An inclusive school community acknowledges each individual’s right to follow or not follow religious beliefs and practices free from discriminatory or harassing behavior, and is committed to adhering to the board`s religious accommodation guidelines.
First Phase : Emerging Practice
The administrator :
Considers accommodations on a case by case basis;
Uses resources to accommodate particular demographics (e.g. multi-faith calendar);
Ensures that related policies are made available.
Second Phase : Embedded Practice
As an administrator I ensure that the board religious accommodation policy is upheld by all staff in an accessible, supportive and transparent manner.
The administrator, with consultation from the school team and the community:
promotes community wide acceptance of practices related to religious accommodations;
facilitates the presence of, and thoughtful consideration of staff and community member input during review of the religious accommodation process.
Third phase : Integration and Renewal
The inclusive school community is one in which all members are fully aware of their rights and supported in their access to religious accommodations in a manner which is consistent with the principles of inclusion and equity.
The inclusive school community is one in which all members are informed, invited to consult, and supportive of the religious accommodations within the school.
The administrator, with consultation from the school team :
promotes widely accessible, proactive publication and access to information regarding religious accommodations and the related policies and procedures (e.g. agendas, newsletters, social media);
ensures that community members feel comfortable through the process of requesting and accessing religious accommodations.
1. Students and staff are provided with designated space within the school where they may engage in their religious practices.
Ontario Leadership Framework (OLF)
Alignment with the Ontario Leadership Framework (OLF) :
Building Relationships and Developing People (Building trusting relationships with and among staff, students and parents (and community));
Developing the Organization to Support Desired Practices (Building collaborative cultures and distributing leadership);
Personal Leadership Resources (Managing emotions).
On this page :
5.2 What kinds of religious accommodations are we providing for students in response to requests related to daily routines, programs, scheduling, meetings, assessments, instruction, and extracurricular activities?
5.3 How can our school and board improve processes for gathering input and providing open dialogue with our diverse faith communities, as well as communities without religious beliefs and observances, to inform learning opportunities for students, staff, and parents?