Accountability and Transparency

Area of Focus 8

Goal

 

As an administrator I will review the School Improvement Plans to look for alignment with Ontario's equity and inclusive education strategy and EIE principles.

Intended Outcome


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

Indicators

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

Goal

 

As an administrator I lead a team to review, revise and implement changes in order to align School Improvement Plans with the equity and inclusive education strategy and EIE principles.

Indicators

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

Goal

 

The  inclusive school community has structures in place whereby all its members can contribute ideas and feedback to the school improvement plan in order to be aligned with the equity and inclusive education strategy and EIE principles.

Indicators

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.

Resources
Promising Practices

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.

Reflective Questions
Ontario Leadership Framework (OLF)

Alignement avec le Cadre de leadership de l’Ontario (CLO) :

  1. Setting Directions (Identifying specific, shared short-term goals);

  2. Developing the Organization to Support Desired Practices (Allocating resources in support of the school’s visions and goals);

  3. 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)?

8.2 What key indicators do we use to assess the impact of EIE on student learning and well-being?

8.5 How can our school better engage staff in the continuous improvement of instructional and operational practices to embed EIE principles and foster a positive school climate in support of student achievement and well-being?

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?

8.3 How does the school seek and use a full range of information and data (e.g., quantitative or qualitative data; data on trends in student population, learning needs, or student profiles) to help identify barriers and biases and adapt to the needs of students?

© 2017 CRRIDEC