Section 3: Anti-Homophobia and Sexual Orientation Equity
3.1. Board Policies, Guidelines, and Practices
|3.1. Board Policies, Guidelines, and Practices
The Toronto District School Board has approved an Equity Policy Statement which requires that ideals related to anti-homophobia and sexual orientation equity be reflected in all aspects of organizational structures, policies, guidelines, procedures, classroom practices, day-to-day operations, and communication practices.
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 sexual orientation. 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.
3.3. 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 the lesbian and gay communities, and other communities who identify themselves on the basis of sexual orientation and gender identity 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. Lesbian and gay students and other students who identify themselves on the basis of sexual orientation and/or gender identity come from all language backgrounds. 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:
3.6. Student Evaluation, Assessment, and Placement
The Toronto District School Board is committed to evaluation, assessment, programming, and placement processes that are sensitive to students` sexual orientation and gender identities, as well as personal/family experiences by:
The Toronto District School Board recognizes that informed counsellors, teachers, and staff in counselling roles can help remove di barriers for students in the school system and in work-related experiences. The Board shall respond effectively to the needs of lesbian and gay anents who identify themselves on the basis of sexual orientation or gender identity by:
3.8. Employment and Promotion Practices
The Toronto District School Board recognizes that there are barriers to employment that historically have had a discriminatory impact on those who identify on the basis of sexual orientation and/or gender identity. The Board is committed to equity for all in hiring and promotion practices.
3.9. Staff Development
The Toronto District School Board is committed to ongoing staff development in anti-homophobia and sexual orientation equity for trustees, and Board staff, and will assist them to acquire the knowledge, skills, attitudes, and behaviours to identify and eliminate homophobic and heterosexist practices by:
Homophobic harassment, whether intended or not, is demeaning treatment on the basis of a lesbian or gay sexual orientation. Closely related to homophobic harassment is harassment based on other sexual orientations or gender identities. These forms of discrimination 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 harassment.)