Religious Accommodation

Area of Focus 5

Goal

 

As an administrator I ensure that the board religious accommodation policy is clearly communicated to staff, students and the community.


As an administrator I ensure that the board religious accommodation policy is upheld.

Intended Outcome

 

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

Indicator

The administrator :

  • Uses resources to accommodate particular demographics (e.g. multi-faith calendar);

  • Ensures that related policies are made available.

Second Phase : Embedded Practice

Goal

As an administrator I ensure that religious accommodations are granted and honoured in a manner which is consistent with the principles of inclusion and equity and dignity of the person.


As an administrator I ensure that the board religious accommodation policy is upheld by all staff in an accessible, supportive and transparent manner.

Indicator

The administrator, with consultation from the school team and the community:

  • 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

Goal

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.

Indicator

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.

Resources
Promising Practice

1. Students and staff are provided with designated space within the school where they may engage in their religious practices.  

Reflective Questions
Ontario Leadership Framework (OLF)

Alignment with the Ontario Leadership Framework (OLF) :

  1. Building Relationships and Developing People (Building trusting relationships with and among staff, students and parents (and community));

  2. Developing the Organization to Support Desired Practices (Building collaborative cultures and distributing leadership);

  3. Personal Leadership Resources (Managing emotions).

 
 
 
 
 
 
 
 

5.1 How effectively do the board and our school communicate the board’s religious accommodation policy and procedures to students, staff, parents, and the community?

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?

5.5 What evidence indicates that board and school procedures are working well for students and parents who have asked for accommodations?

5.4 Are we making appropriate use of community resources to provide staff, as well as students and parents, with information about faith practices and about individual requests for accommodations?

5.6 Are requests considered on an individual basis, and are reasonable steps taken to accommodate, in keeping with the religious accommodation guidelines?

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?

© 2017 CRRIDEC