Section 2: Anti-Sexism and Gender Equity
2.1. Board Policies, Guidelines, and Practices
The Toronto District School Board has approved an Equity Policy Statement which requires that anti-sexism and gender equity ideals be reflected in all aspects of organizational structures, policies, guidelines, procedures, classroom practices, day-to-day operations, and communication practices. The Toronto District School Board policies, guidelines, and practices shall ensure that the needs and safety of all students, employees, trustees, parents, volunteers, visitors, permit-holders, contractors, and partners are addressed. These shall reflect the diverse viewpoints, needs, and aspirations of community members, particularly women, whose voices traditionally and systemically have been marginalized and excluded. This includes Aboriginal, racial, ethnocultural, faith, lesbian, bisexual, transgender, disabled, working-class, low-income, poor, and other historically disadvantaged groups of women.
An informed leadership identifies individual discriminatory attitudes and behaviours, as well as systemic inequities and barriers, and demonstrates accountability for their removal, with the goal of achieving equity for all, irrespective of gender. Communication is an integral part of leadership, and includes the ability to listen to equity-seeking groups. All system leaders and decision-makers play a crucial role in identifying and addressing systemic inequities or barriers.
2.3. School-Community Partnerships
Effective school-community partnerships enable representation and active participation from diverse communities, and ensure the inclusion of the perspectives, experiences, and needs of Aboriginal, racial, ethnocultural, and faith communities to enhance educational opportunities for all.
Curriculum is defined as the total learning environment, including physical environment, learning materials, pedagogical practices, assessment instruments, and co-curricular and extra-curricular activities.
Language proficiency is the foundation of academic success. The Toronto District School Board recognizes and affirms the value of students` first/indigenous languages while ensuring proficiency in one or both of Canada`s official languages by:
2.6. Student Evaluation, Assessment, and Placement
The Toronto District School Board is committed to evaluation, assessment, programming, and placement processes that are sensitive to all students` backgrounds, as well as personal/family experiences by:
The Toronto District School Board recognizes that informed counsellors, teachers, and staff in counselling roles can help to remove discriminatory barriers for students in the school system and in work-related experiences. The Board shall respond effectively to the needs of students from diverse groups by:
2.8. Employment and Promotion Practices
The Toronto District School Board recognizes that there are barriers to employment that historically have had a discriminatory impact on diverse groups of women. The Board is committed to equity for all in hiring and promotion practices.
2.9. Staff Development
The Toronto District School Board is committed to ongoing staff development in anti-sexism and gender equity for trustees and Board staff, and will assist them to acquire the knowledge, skills, attitudes, and behaviours to identify and eliminate sexist and discriminatory practices by:
Sexual and gender harassment, whether intended or not, is demeaning treatment and violent behaviour. Sexual and gender harassment are forms of discrimination that are prohibited under the Ontario Human Rights Code. (Please refer to the Board`s Human Rights Policy for the policy and procedures with regard to sexual and gender harassment.)