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Encourage educators to focus on children from an asset lens and recognize them as individuals who each bring unique gifts, knowledge and experiences with them

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Find more opportunities to engage in discussions with others to share perspectives and deepen understanding

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Reflecting with Community partners how they can ensure they are supporting students, teachers and schools addressing equitable concerns, programing with this lens, and resources and supports available that they can access

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Actively wearing the lens of equity in schools, development of system learning, and supporting community partners to respond to the various needs, awareness of the bigger ideas and how this can and does impact student learning, school culture and learning.

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What does an equity based program look like in...phys ed, arts, french, digital etc...what language are we sharing, how does it link to curriculum naturally and with effort, what impact can we have, should we have etc.

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How do we develop resources to teach students about the difference between fair, equitable, equality and sovereignty?

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Exploring Cultural Safety in HWDSB, how can we begin to shift mindset and practices in all levels of staff at HWDSB

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How do we define parent/guardian engagement. Is the term "parent" appropriate and inclusive?

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What bullet points fall within our circle of influence? For those bullets, how do we make these ideas come alive in our Professional Development sessions? Are there exemplars we can gather/build and use to model practices that align and support the implementation of the Equity Action Plan.

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Parent/guardians are involved in the school - how to engage them in the learning?

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How do I engage parent/guardians in the awareness of programs and pathways? How can I help parent/guardians honour all pathways?

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Time to connect as a multi-disciplinary team to curate lists of resources

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To access training in areas such as CRRP to build on existing practices.

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School and Classroom Practices
Action Item #1: Strengthening inclusive and culturally responsive and relevant teaching, curriculum, assessment and resources:
What are we doing well?
SYSTEMS: Drawing on the work we started last year out of the Indigenous Education Curriculum Roll-out,  ongoing training with HWDSB Social Work Department, and the recent CRRP and Indigenous Cultural Safety training, we have come to know that we have extensive individual and collective knowledge to advance Indigenous ways of knowing, being and doing across the system.  We have been working through local Haudenosaunee and Anishinaabe models to make learning meaningful, relevant and reflective to local territorial knowledges, and have utilized the Social Work Department to begin to explore how we can make this learning impactful and transformative to inform Social Work practices. The lunch and learns have also been a proven wise practice in that, the Indigenous Education Consultant is able to meet directly with cohorts of educators at schools to create capacity with respect to approaches to Indigenous pedagogies, epistemologies and ontologies to inform teaching practices. The Ministry of ON has selected HWDSB to be part of a cohort to explore CRRP and what Indigenous Cultural Safety is and how it can create meaningful change and transformation across systems of education in Ontario.
What do we need to get support with to continue our learning:
A genuine and authentic commitment from senior administration, Executive Council, and organizational leaders to endorse the work, otherwise, the good work lays dormant without true advancement. Without system support, and when the onus is placed on Indigenous individuals solely to advance the work, it only perpetuates harm to Indigenous staff, partners, students, communities, partners, and stakeholders who dedicate a lot of time and energy into this work, yet lack power to implement real change across the system.
What are our next steps:
To wait to hear back from the Ministry of Education on our proposal for the Indigenous Cultural Safety pilot, and to engage in ongoing ethical consultation with students, stakeholders and relevant project partners on co-developing the pilot to inform how we approach equity from a local authentic standpoint. Aside from the Pilot, the Indigenous Education Team is working to be as intentional as possible with respect to the work that we are doing at the systems, schools, classroom, staff, student, and community levels, to ensure that we are maximizing our workload and potential to create meaningful change.

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Knowing the resources available to support us (eg. book lists, teaching ideas, consultants to contact etc)

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Where the document calls on us to create a renewed approach to Grade 9 pathways, what does that look like? What practices are we trying to shift. If I'm working with Grade 8 teachers, Guidance Dept, Student Success, what does the renewed approach look like so I can assist in the transformation. What practices need to change.

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RS Team reflecting on the resources used within Comprehensive Literacy-"Are they responsive to the culture of the students we work with.?"

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Meeting with educators as a team, to value all voices within the classroom
We make a point to refer to all as educators and not to distinguish roles within Board Hierarchy

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The secondary program team would benefit from clearly articulated end goals of the plan. What do we do first? What is the progression? The whole plan is too much. Is there a suggestion of where to begin? Knowing where we are headed would help determine where to begin.

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-exploring ways to communicate with parents and caregivers via digital means

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Supporting teachers with resources and knowing who they can contact in the board

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-supporting creating of and awareness around resources - digital platform provides access and promotion

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Taking additional training in CRRP

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The Secondary Program Team uses student-first language when describing pathways and programs. There is no such thing as an Applied student. There is a student in an Applied program.

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What do I need to get support with to continue my learning?

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What do I need to get support with to continue my learning?