Outcome

1. The board has an Equity and Inclusive Education Policy (EIEP) and implementation plan which address the eight areas of focus as required by PPM 119 (AOF1).

Planning

The board has in place an EIEP.

The policy is developed in consultation with all internal and external stakeholders, and complies with relevant legislation, regulations and policies.

The EIEP addresses the eight areas of focus required by PPM 119.

The board has established an EIEP implementation plan.

The implementation plan is developed in consultation with the full range of education and community stakeholders, and includes clear goals, action steps and measureable outcomes.

Effective Practice

The board has established a cross-functional, team-based approach to support EIEP implementation (e.g., EIE implementation team or committee).

The EIEP is reviewed and updated as part of the board’s cyclical policy review process, in consultation with stakeholders.

The rationale for the EIEP is linked directly to improving student achievement and well-being for all students.

The EIEP implementation plan is reviewed and updated on an ongoing basis, in consultation with stakeholders.

Schools and departments establish goals and plans for implementation of the EIEP.

Integration

The board EIE team or committee serves as an ongoing system advisory group to support effective implementation of the board’s EIEP and implementation plan.

The board receives regular updates on the implementation and impact of EIEP on student achievement, well-being and achievement gaps, and is committed to providing direction and support for equity and inclusive education across the board.

Ongoing consultations with stakeholders are held at school and system levels as part of the implementation process of the EIEP.

The board’s EIEP and implementation plan demonstrate continued progress and advancement towards achieving equity and inclusive education across the board and its schools.

Outcome

2. The board’s Equity and Inclusive Education Policy (EIEP) and implementation plan are monitored and results are shared with school and board communities (AOF1).

Planning

The CODE rubric is used to support ongoing monitoring and planning for board implementation.

Resources are allocated to support implementation of the EIEP as a key board priority.

Effective Practice

System leaders regularly monitor implementation of the EIEP.

System leaders assess the impact of the EIEP on student achievement and well-being.

System leaders regularly communicate progress of the EIEP to staff, students, and community.

Integration

Staff, students, parents and community regularly provide feedback to schools and the board on the progress of the EIEP to help inform the review and updating of the EIEP.

Results of the EIEP implementation are used to improve programs and practices in schools and departments.

Outcome

3. Equity and inclusive education principles are embedded in all policies, programs, procedures and practices (AOF1).

Planning

All existing policies, programs, procedures and practices are reviewed to determine where equity and inclusive education principles are already embedded, and where further work is needed.

System leaders review critical areas for incorporating equity and inclusive education principles and practices such as: the board’s multi-year strategic plan; school and board improvement plans; school effectiveness framework; safe schools policy including bullying, violence prevention and intervention; curriculum implementation and classroom practice; supports for students with special needs; mental health promotion and supports; teacher leadership development and capacity building; student engagement; parent and community involvement; and community use of school and board facilities.

Effective Practice

Changes are made, where required, to all policies, programs procedures and practices to ensure they reflect equity and inclusive education principles and approaches.

System leaders monitor critical areas of policy, program and practice to ensure that they reflect equity and inclusive education principles and practices.

Integration

EIE principles are aligned across ministry, board and school initiatives, policies, procedures and practices. The principles are evident, visible, transparent, and embedded at the board, school and classroom levels.

System leaders continue to monitor, advise and take steps to ensure that equity and inclusive education principles and practices are evident across school and board operations and learning environments

Outcome

4. Discriminatory biases and systemic barriers to recruitment, hiring, talent development, career mentoring, promotion, retention, and succession planning are identified and removed (AOF1).

Planning

The Board Leadership Development Strategy (BLDS) and related Impact and Assessment Planning Tool indicators are used to help identify and address discriminatory biases and systemic barriers that may impede fair practice with respect to hiring, talent development, career mentoring, promotion, and succession planning.

Plans are made for the collection of data that will assist boards in measuring progress.

All procedures for recruitment, hiring, promotion, talent development, career mentoring, retention, succession planning, and performance appraisal for staff and leaders at all levels are reviewed to determine where discriminatory biases and systemic barriers may exist.

Plans are made to provide professional learning for all school and system leaders to develop skills in non-discriminatory recruitment, hiring, promotion, talent development, career mentoring, retention, succession planning, and performance appraisal.

Effective Practice

Boards continue to refine their practices and monitory progress (based on indicators in the BLDS Impact and Assessment Tool) in attracting, developing and retaining school and system leaders who collectively reflect Ontario’s diversity.

Data is gathered and used to identify gaps in workforce diversity and to support human resource planning.

All procedures for recruitment, hiring, promotion, talent development, career mentoring, retention, succession planning, and performance appraisal for staff at all levels reflect non-discriminatory criteria to help ensure equitable employment practices.

Professional learning is provided for all school and system leaders to develop and enhance skills in non-discriminatory recruitment, hiring, promotion, talent development, career mentoring, retention, succession planning, and performance appraisal.

Integration

There is evidence of improvement in the identification and removal of discriminatory biases and systemic barriers to recruitment, hiring, talent management, career mentoring, promotion, retention and succession planning.

School and system leaders actively work to prevent systemic barriers and discriminatory biases from developing in their human resources processes.

Data demonstrates improvement related to equitable employment practices.

All procedures for recruitment, hiring, promotion, talent development, career mentoring, retention, succession planning, and performance appraisal for staff at all levels are conducted according to non-discriminatory criteria to help ensure equitable employment practices, and improve workforce capacity to serve a diverse community of students and families.

The observed impact of professional learning on equitable practices and on workforce diversity goals is evident, continually assessed, and used as a basis for ongoing human resource planning.

The observed impact of professional learning on equitable practices and on workforce diversity is used to assist in making modifications to future professional learning programs.