Accountability and Transparency
Area of Focus 8
An inclusive school community is committed to assessing and monitoring their progress in implementing EIE principles in all policies, programs, guidelines and practices and to communicating these results to the community.
First Phase : Emerging Practice
The administrator :
creates and uses SMART goals to address gaps identified in pertinent data (e.g. safe schools surveys, bullying reporting, EQAO)
Second Phase : Embedded Practice
The administrator, with consultation from the school team and the community:
Encourage and Invite input from a variety of community members (beyond school council) when creating SMART goals related to school plans.
Third Phase :Integration and Renewal
The administrator, with consultation from the school team :
creates and uses SMART goals and strategies to support students who are underachieving, in particular those who are members of protected groups under the Ontario Human Rights Code.
1. The school team prepares and acts upon a comprehensive action plan based on school data and shares the information and responsibility for implementation with staff and the broader community.
Ontario Leadership Framework (OLF)
Alignement avec le Cadre de leadership de l’Ontario (CLO) :
Setting Directions (Identifying specific, shared short-term goals);
Developing the Organization to Support Desired Practices (Allocating resources in support of the school’s visions and goals);
Personal Leadership Resources (Resilience).
8.1 What processes do we use to assess, monitor, and communicate implementation of our EIE policies and principles in our schools and board to all partners (e.g., students, staff, parents, community)?
8.4 How do we know that EIE principles are embedded as part of the board’s multi-year strategic plan – in the school effectiveness review process, in board (BIPSA) and school (SIPSA) improvement plans, and in classroom practices?
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