Section 3

Section 3: Anti-Homophobia and Sexual Orientation Equity

The Toronto District School Board mandates that all persons in schools, workplaces, and meeting places associated with the Board abide by its Commitments to Equity Policy Implementation. This applies to all persons on Board premises, persons working on Board business (either on or off Board premises), and persons involved with Board-sponsored programs at other premises. This includes students, trustees, parents, volunteers, visitors, permit-holders, contractors, and corporate partners.

3.1. Board Policies, Guidelines, and Practices
3.2. Leadership
3.3. School-Community Partnerships
3.4. Curriculum
3.5. Language
3.6. Student Evaluation, Assessment, and Placement
3.7. Guidance
3.8. Employment and Promotion Practices
3.9. Staff Development
3.10. Harassment

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.

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 members of these communities, particularly those of groups whose voices traditionally and systemically have been marginalized and excluded on the basis of their sexual orientation. This includes lesbians, gay men, bisexuals, two-spirited, transsexual, and transgender people and their families.

The Board shall provide an appropriate mechanism to ensure accountability for achieving these goals by:

• 3.1.1. articulating clearly the Board`s commitment to the principles of anti- homophobia and equity on the basis of sexual orientation and gender identity in all Board policies, guidelines, day-to-day operations, protocol, and practices;
• 3.1.2. identifying and eliminating homophobic and heterosexist biases and barriers in Board policies, guidelines, day-to-day operations, protocol, and practices;
• 3.1.3. identifying the many diverse sectors within the lesbian and gay communities and other communities who identify themselves on the basis of sexual orientation and gender identity and other historically disadvantaged groups within the jurisdiction of the Board, and involving these communities in partnership activities;
• 3.1.4. assessing the effectiveness of this community consultation and partnership involvement;
• 3.1.5. establishing accountability processes to document progress and ensure continuous implementation of the Anti-Homophobia, Sexual Orientation, and Equity Commitments to Equity Policy;
• 3.1.6. allocating resources to provide compensatory education and ensure policy implementation.

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.

The Toronto District School Board shall provide informed and committed leadership at all levels by:

• 3.2.1. assisting trustees, administrators, staff, and student leaders to develop knowledge, skills, attitudes, and behaviours required to implement the Equity Policy in the area of Anti-Homophobia, Sexual Orientation, and Equity;
• 3.2.2. ensuring that policy directions, priorities, and day-to-day implementation of programs and services are consistent with the aims of Anti-Homophobia, Sexual Orientation, and Equity;
• 3.2.3. identifying expectations for those responsible for implementation, and incorporating these expectations into the performance-appraisal processes, including: the ongoing evaluation of teachers, supportadministrators; annual plans; and year-end reports;
• 3.2.4. ensuring that educational practices are inclusive and reflect the contributions of the diverse lesbian and gay communities, and other communities of people who identify themselves on the basis of sexual orientation and gender identity, and that all forms of stereotyping, prejudice, discrimination, homophobia, and violence against these communities are challenged and eliminated.

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.

The Toronto District School Board is committed to ongoing, constructive, and open dialogue in partnership with lesbian and gay communities and other communities who identify themselves on the basis of sexual orientation and gender identity to increase co-operation and collaboration among home, school, and the community-at-large.

The Board shall work to create partnerships that ensure effective participation in the education process by:

• 3.3.1.identifying and involving representative and inclusive organizations and lesbian and gay communities and other communities who identify themselves on the basis of sexual orientation and gender identity within the jurisdiction of the Board;
• 3.3.2. requesting these communities and organizations to identify representatives for the purpose of establishing school-community partnerships;
• 3.3.3. assessing and evaluating the effectiveness of community consultation and partnership involvement and developing guidelines for effective partnership that respect the rights of students in an environment free of commercial intrusion and economic exploitation in accordance with Policy E.06 on External Partnerships;
• 3.3.4. encouraging school councils, home and school organizations, and parent-teacher associations to reflect the range of the lesbian and gay communities and other communities who identify themselves on the basis of sexual orientation and gender identity, in the communities that they represent;
• 3.3.5. ensuring effective and appropriate communication with community partners in their languages, as required;
• 3.3.6. ensuring students, parents, and staff access to supportive resources provided by the lesbian and gay communities, and other communities who identify themselves on the basis of sexual orientation and gender identity, as appropriate for use in TDSB schools.

Curriculum is defined as the total learning environment, including physical environment, learning materials, pedagogical practices, assessment instruments, and co-curricular and extra-curricular activities.

A curriculum that strives for sexual orientation equity provides a balance of perspectives. The Toronto District School Board acknowledges that inequities have existed in the curriculum; therefore, the Board is committed to enabling all lesbian and gay students, and students who identify themselves on the basis of sexual orientation and gender identity, to see themselves reflected in the curriculum. The Board is further committed to providing each student with the knowledge, skills, attitudes, and behaviours needed to live in a complex and diverse world by:

• 3.4.1. ensuring that the principles and practices of anti-homophobia and equity on the basis of sexual orientation permeate the curriculum in all subject areas;
• 3.4.2. examining and challenging homophobic and heterosexist curriculum in order to ensure inclusivity;
• 3.4.3. developing a process to determine whether discriminatory biases related to sexual orientation and gender identity are present in existing learning materials, programs, or practices;
• 3.4.4. ensuring the review and/or modification of materials that promote stereotyping; the review and modification of programs that promote stereotyping, discrimination, homophobia, or heterosexism; and the removal of materials or programs that promote hatred or violence against gays, lesbians, or other people who identify themselves on the basis of sexual orientation or gender identity;
• 3.4.5. providing adequate resources and training to assist all staff in becoming agents of change; to use curriculum effectively in order to promote critical thinking; and to challenge homophobia and heterosexism;
• 3.4.6. ensuring that classrooms, resource centres, school libraries, audio-visual collections, and computer software contain appropriate materials and resources that accurately reflect the range of Canada`s lesbian and gay communities, and other communities who identify themselves on the basis of sexual orientation or gender identity;
• 3.4.7. developing guidelines to ensure that displays and visual representation in all schools and workplaces of the Toronto District School Board reflect the cultural heritage and include the contributions of the lesbian and gay communities, and other communities who identify themselves on the basis of sexual orientation or gender identity;
• 3.4.8. supporting student leadership programs in anti-homophobia education and equity;
• 3.4.9. developing and providing both academic and service programs and supports in all curriculum areas to meet the needs of underachieving lesbian and gay students and other students facing discrimination because of their own or their family members` sexual orientation or gender identity, including programs to encourage all students to have high expectations and to consider non-traditional gender roles and work;
  • 3.4.9.1. ensuring that the contributions to Canadian and world history and historiography from gay and lesbian communities and other communities who identify themselves on the basis of sexual orientation or gender identity are included accurately in all aspects of the curriculum;
  • 3.4.9.2. ensuring that curriculum materials and learning resources are allocated to challenge hate groups and hate propaganda against the lesbian and gay communities, and other communities who identify themselves on the basis of sexual orientation, gender, and/or any other social identity.

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:

• 3.5.1. ensuring that students achieve literacy in at least one official language;
• 3.5.2. providing appropriate classroom support for language learning;
• 3.5.3. affirming and valuing students` first/indigenous language;
• 3.5.4. supporting the learning of languages in addition to English and French;
• 3.5.5. ensuring that students` diverse sexual orientations and gender identities are valued and affirmed in such language learning;
• 3.5.6. committing to using clear, inclusive language, and design that promotes understanding;
• 3.5.7. ensuring that resources are available to facilitate appropriate communication with students/parents/guardians.

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:

• 3.6.1. identifying, reviewing, and changing practices that lead to the disproportionate streaming of students who identify themselves on the basis of sexual orientation and/or gender identity into academic programs that narrow their choices and life opportunities, or limit participation in their local community;
• 3.6.2. ensuring that bias on the basis of sexual orientation does not adversely impact on programming, placement, and academic decisions, and that students, with the support of their parents/guardians (as appropriate), are able to consider and make informed programming, placement, and academic decisions;
• 3.6.3. ensuring that evaluation, assessment, programming, and placement decisions meet individual student needs and offer them opportunities to reach their highest potential. This process must consider sexual orientation and gender identity, and their interconnections to cultural and linguistic factors, faith, gender, socio-economic factors, disabilities, personal/family experiences, previous education, students` future expectations, and students` rights to continuity, stability, and community belonging;
• 3.6.4. re-evaluating, annually, placement decisions that are jointly considered by the student/parent/guardian and the school, to ensure that placement decisions are consistent with Board policies, are flexible to meet needs, and do not limit education and life opportunities.

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:

• 3.7.1. providing counselling services that are culturally sensitive, supportive, and free of bias on the basis of sexual orientation and gender identity;
• 3.7.2. providing proactive strategies to ensure that lesbian and gay students, students from same-sex families, and other students who identify themselves on the basis of sexual orientation and gender identity are not underestimated on the basis of stereotypical assumptions, and to assure all students experience personal growth and reach their full potential in academic and life paths;
• 3.7.3. eliminating discriminatory biases related to sexual orientation or gender identity in educational and life-planning programs;
• 3.7.4. encouraging and supporting lesbian and gay students, other students who identify themselves on the basis of sexual orientation or gender identity, and their families in the identification of non-traditional career options and appropriate academic paths;
  • 3.7.4.1. working with lesbian and gay students, other students who identify themselves on the basis of sexual orientation or gender identity, and their families to identify career options that historically have excluded them, and help them to choose academic paths that will allow them to reach their full potential and succeed in a traditionally heterosexist society;
• 3.7.5. ensuring that communication strategies are in place to keep all parents/guardians informed about their children`s current educational achievement, progress, and their plans for the future, in a language they understand, and including the provision of translations where necessary;
• 3.7.6. recognizing the importance and ensuring the maintenance of confidentiality around matters of sexual orientation and gender identity for youth.

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.

The Board commits itself to the development and maintenance of employment and promotion policies, practices, and procedures that are designed to employ a workforce that at all levels reflects, understands, and responds to a diverse population. The Board will respond to and support this workforce and its diverse population by:

• 3.8.1. ensuring that equitable employment and promotion practices exist;
• 3.8.2. identifying and eliminating systemic barriers in the employment and promotion system;
• 3.8.3. ensuring that employment and promotion strategies focus on under- represented communities;
• 3.8.4. establishing outreach activities and affirmative-action strategies (e.g., encouragement, mentoring, training, and staff development) that focus on marginalized groups of lesbian and gay people, and others who identify themselves on the basis of sexual orientation or gender identity, in order to ensure that schools and other workplaces within the Board achieve equitable representation at all levels;
• 3.8.5. ensuring that the Board`s commitment to anti-homophobia and sexual orientation equity is communicated throughout the Board, and that staff, students, and community are aware of this commitment;
• 3.8.6. eliminating the barriers and encouraging diverse groups of openly lesbian, gay, bisexual, and transgender people to apply for teaching and non-teaching positions;
• 3.8.7. ensuring that the confidentiality of the sexual orientation and gender identity of staff be protected.

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:

• 3.9.1. identifying staff-development needs to improve employees` knowledge, skills, and sensitivity in anti-homophobia and equity on the basis of sexual orientation and gender identity;
• 3.9.2. establishing opportunities for employees to acquire the critical knowledge, skills, sensitivity, and behaviours that will support the creation and maintenance of an education system that empowers all students, regardless of their sexual orientation or gender identity, to learn, to achieve success, and to participate responsibly in a diverse, global society;
• 3.9.3. improving staff`s knowledge, skills, and expertise in anti-homophobia and sexual orientation equity in order to help them understand how to identify and challenge prejudice, stereotyping, and discrimination on the basis of sexual orientation and gender identity so that they are better able to meet the needs of all students;
• 3.9.4. training teaching and support staff in anti-homophobia methodologies to enable them to deliver an inclusive curriculum;
• 3.9.5. training and empowering employees to deal effectively and confidently with issues of homophobia and heterosexism;
• 3.9.6. supporting initiatives that foster dialogue to create understanding and respect for diversity, which will result in a safe learning environmenudents;
• 3.9.7. promoting the expectation that all employee practices will reflect anti- homophobia and sexual orientation equity policies and practices, and by establishing criteria for accountability and evaluation;
• 3.9.8. involving, as appropriate, lesbian and gay community groups, and groups representing other communities who identify themselves on the basis of sexual orientation and/or gender identity, in the design and implementation of staff-development programs.

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.)