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https://files.ontario.ca/trc_report_web_mar17_en_1.pdf
http://www.edu.gov.on.ca/eng/policyfunding/inclusiveguide.pdf
http://www.edu.gov.on.ca/eng/document/esleldprograms/guide.pdf

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Check out and read the Equity and Diversity resources in our Learning Commons (Slideshow to be shared through Mac Conference)

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Check out and read the Equity and Diversity resources in our Learning Commons (Slideshow to be shared through Mac Conference)

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Resources are also available on SORA through the staff portal.

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Be aware that discussing these topics often surfaces the emotions felt by those who have experienced it directly. They therefore do not always want to share, OR feel exhausted that they have had to fight this battle for so long without much success. As a result, do not always rely on these individuals to share their stories to educate others. It is not their responsibility and often amounts in mental and emotional stress.

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Understand that those who have not been exposed to the same trauma are more sensitive to consequence. Often times this results in crying, which then pulls the attention towards this person. As a result, they then get "taken care of" and comforted, and are often seen as though they were the victim, when in fact it was the other way around.

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Recognize that we do not know everything. Make the students aware right away that if something goes unnoticed/unaddressed, to come speak with you about it immediately because you want to ensure that they feel safe within the classroom, and that you want to develop and grow in a way that supports them in every way possible. Always leave the door open to communicate.

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consider the circumstances and use judgement when students do something wrong and speak to them to make sure they know what they did was wrong and how they can improve for next time instead of just "getting them in trouble" as sometimes racialized students are punished disproportionately harsher 

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consider the circumstances and use judgement when students do something wrong and speak to them to make sure they know what they did was wrong and how they can improve for next time instead of just "getting them in trouble" as sometimes racialized students are punished disproportionately harsher 

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Admit when you are wrong and when you have made a mistake - Do not just take the defensive "I am not racist" or "I am sorry that you perceived it this way". OWN up to it and make the effort to change the behaviour 

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Admit when you are wrong and when you have made a mistake - Do not just take the defensive "I am not racist" or "I am sorry that you perceived it this way". OWN up to it and make the effort to change the behaviour 

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Value students languages, cultures and identities.

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If you hear something that is inappropriate from a staff member, not to be afraid to take the time to start a conversation and perhaps use it as a learning opportunity. Calling it out otherwise the inappropriate behaviour or language will continue to be used 

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If you hear something that is inappropriate from a staff member, not to be afraid to take the time to start a conversation and perhaps use it as a learning opportunity. Calling it out otherwise the inappropriate behaviour or language will continue to be used 

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we need to remember we are partners in teaching with the students and find our place within the students

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we need to remember we are partners in teaching with the students and find our place within the students

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Look for varying perspectives of historical events to present in lessons

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Look for varying perspectives of historical events to present in lessons

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Being willing to have those personal conversations when necessary.

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Being willing to have those personal conversations when necessary.

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Taking time to educate yourself as an educator. 

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Taking time to educate yourself as an educator. 

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Facilitating conversations when issues arise

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Facilitating conversations when issues arise

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Teachers are encouraged to buy into all initiatives created for Anti-racism by groups such BSA, Safe-D, Team Mikinak.

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Teachers are encouraged to buy into all initiatives created for Anti-racism by groups such BSA, Safe-D, Team Mikinak.

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Staff reading diverse novels from other classes

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Staff reading diverse novels from other classes

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By reading novels that students are reading about racist issues (in English class for example) teachers are able to understand and connect with students.

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Being open to discussion, intervening when poor choices are made...and try to show/explain the effect it has on the community.

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Being open to discussion, intervening when poor choices are made...and try to show/explain the effect it has on the community.

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Learning for Justice is a community education program of the Southern Poverty Law Center (SPLC) that centers civic and political action education for everyone.

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Building positive relationships with the caring adults in the student's lives. Building learning partnerships with our school community.

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Building positive relationships with the caring adults in the student's lives. Building learning partnerships with our school community.

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teaching and assessing for mastery (e.g. letting Ss re-do assessments)

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teaching and assessing for mastery (e.g. letting Ss re-do assessments)

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Giving the students a voice (such as with Padlet)

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We breakdown barriers by admitting that the way it "used to be" was wrong. 

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We breakdown barriers by admitting that the way it "used to be" was wrong. 

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asking students how they learn best and trying to have a diversity in the ways that students are being assessed and how lessons are structured 

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asking students how they learn best and trying to have a diversity in the ways that students are being assessed and how lessons are structured 

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Allocate time and integrate activities in your lessons that allow you to get to know your students. 

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Allocate time and integrate activities in your lessons that allow you to get to know your students. 

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deficit thinking (they can't, the parents don't...) 

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deficit thinking (they can't, the parents don't...) 

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personalize assessments - figure out what works best for each student 

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personalize assessments - figure out what works best for each student 

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By using resources/content that is representative, and by prioritizing the ones that are 'own-voices.'

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teachers taking the time to learn about different cultures and listen to students about their experiences

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teachers taking the time to learn about different cultures and listen to students about their experiences

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Share a daily land acknowledgement written by an Indigenous student.

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Share a daily land acknowledgement written by an Indigenous student.

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We need to bring in different perspectives, especially when teaching about history.  The same historical event can be completely different. 

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We need to bring in different perspectives, especially when teaching about history.  The same historical event can be completely different. 

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Be open to exploring and learning about things yourself- engage in your own research on topics you only know a little bit about. As a teacher, you're simply a more experienced learner. Continue to learn. 

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Be open to exploring and learning about things yourself- engage in your own research on topics you only know a little bit about. As a teacher, you're simply a more experienced learner. Continue to learn. 

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open communication with students, what do they see that we do not that requires effortful change

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open communication with students, what do they see that we do not that requires effortful change

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staffing being reflective of the students experiences 

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staffing being reflective of the students experiences 

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Look in the mirror before pointing the finger

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Look in the mirror before pointing the finger

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Talk to the students, learn their interests, values etc. seek resources that highlight these areas. Represent them in their own classes

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provide resources that reflect student identities (mirrors, windows, sliding doors)

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provide resources that reflect student identities (mirrors, windows, sliding doors)

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model behaviour, be inquisitive with them, listen to what they want to bring to the conversation, give them safe mediums to communicate

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model behaviour, be inquisitive with them, listen to what they want to bring to the conversation, give them safe mediums to communicate

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Assuming my life experiences or outlook are shared by the students

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Assuming my life experiences or outlook are shared by the students

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Be open-minded. Ask questions when you don't know. Apologize when you make a mistake. Learn. Have conversations.

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Be open-minded. Ask questions when you don't know. Apologize when you make a mistake. Learn. Have conversations.

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Teaching traditionally and not changing or adapting our lesson plans to be inclusive.

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encouraging students to engage with knowledge through a lens of critical thinking (encourage questions... even questioning the teacher's perspective on a topic). 

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encouraging students to engage with knowledge through a lens of critical thinking (encourage questions... even questioning the teacher's perspective on a topic). 

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overrepresentation of white males in science textbooks

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overrepresentation of white males in science textbooks

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Speak up! Do not be silent. Adapt the curriculum to be more inclusive

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My ears- stop talking all the time and listen to the people in the room. Let the kids speak and share, dialogue, discuss... and listen. 

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My ears- stop talking all the time and listen to the people in the room. Let the kids speak and share, dialogue, discuss... and listen. 

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find activities where student voice and representation is enhanced and applied (novels, music, geographical context, science- everything!

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find activities where student voice and representation is enhanced and applied (novels, music, geographical context, science- everything!

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Making assumptions about access to resources

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Making assumptions about access to resources

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teaching the child.....not the child's origins.

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teaching the child.....not the child's origins.

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A lack of support for English as a Second Language learners in the classroom (especially with assessments)

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A lack of support for English as a Second Language learners in the classroom (especially with assessments)

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resources that don't reflect students identities

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resources that don't reflect students identities