Nomination Categories

This category is only for a new teacher, whose first teaching position is with the TDSB, and they are in their first or second year of teaching. 

• Introducing engaging lessons, hands-on activities, or new approaches to classroom practice 
• Leads or helps to lead extracurricular programming that supports student achievement, wellbeing, and belonging 
• Demonstrates a commitment to equitable practices by addressing systemic barriers, supporting identity-affirming practices, and showing a commitment to Truth & Reconciliation Commission’s Calls to Action and/or the United Nations Declaration on the Rights of Indigenous Peoples  
• Contributes to school or department initiatives, such as assessment projects, arts or athletics programming, or student leadership activities 
• Builds strong relationships with students, families, colleagues, and community partners in ways that enhance learning  
• Intentionally addresses individual learning needs and achievement gaps through targeted support 
• Integrates technology or digital learning tools to improve engagement and outcomes 
• Demonstrates rapid growth by applying feedback, reflecting on practice, or developing new resources such as classroom libraries or curriculum materials 
• Shows initiative that goes beyond expectations for a beginning teacher 

This category is only for a teacher with 3 years or more teaching experience at the TDSB. 

• Leads school-wide or department initiatives that have improved student outcomes or changed practice across the school or board 
• Demonstrates adaptability across more than 3 years by updating teaching methods, integrating new curriculum expectations, or using new technologies effectively 
• Serves as a mentor to new teachers, student teachers, or colleagues, and provides coaching, modelling, or professional learning 
• Develops or contributes to multi-year programs, resources, or courses that have had a sustained impact on students and colleagues 
• Facilitates professional development sessions, contributing to professional learning communities, or presenting at conferences 
• Builds strong and ongoing partnerships with families, community organizations, businesses, or post-secondary institutions that expand learning opportunities 
• Improves equity outcomes by addressing systemic barriers, supporting identity-affirming practices, and showing a commitment to Truth & Reconciliation Commission’s Calls to Action and/or the the United Nations Declaration on the Rights of Indigenous Peoples  
• Demonstrates a long-term pattern of excellence that is visible through alumni feedback, recognition from peers, or consistent contributions to school life year after year 

This category is only for a non-teaching staff member who is based in a school for their everyday work. 

• Demonstrates exceptional operational efficiency, safety, and/or cleanliness of the school environment (e.g., proactive maintenance, seamless administrative workflow, efficient resource management) 
• Demonstrates exceptional reliability and dependability, anticipating needs and finding solutions that minimize disruption to students and staff. 
• Provides support that enhances student access to learning, engagement, and emotional well-being (e.g., effective one-on-one assistance, skilled behaviour support, compassionate guidance) 
• Builds positive, trusting relationships with students and colleagues, acting as a reliable source of support, encouragement, and a bridge to greater inclusion 
• Improves equity outcomes by addressing systemic barriers, supporting identity-affirming practices, and showing a commitment to Truth & Reconciliation Commission’s Calls to Action and/or the United Nations Declaration on the Rights of Indigenous Peoples  
• Demonstrates outstanding teamwork and communication by actively collaborating with teaching staff, administrators, and other colleagues to achieve school goals 
• Contributes to a welcoming and inclusive school culture by showing genuine respect, cultural responsiveness, and empathy for the diverse needs of students, families, and staff 

This category is only for a central staff member or team who work for a central support department (e.g. Business Services, People & Culture, Professional Services, Facilities, IT). 

The nominee(s) has demonstrated Excellence in Service & Operations in one of the following areas: 

• Process 
• Program 
• Project 
• Culture Building

Service & Operations Criteria for a Process, Program, or Project: 

• Demonstrated strong leadership and a best practices approach in delivering services to students, staff, or the community 
• Solved a school, department or system level challenge with modern technologies, practices and a co-ordinated staff effort 
• Created inclusive service or operations delivery approach that centers clients needs, shows 'out of the box' thinking and has a clear plan to exceed goals 
• Demonstrated a structured, responsive approach to trouble shooting problems and resolving client issues  
• Minimized barriers to service delivery to meet specific client needs, particularly for an underserved or marginalized group 
• Applied a continuous improvement mindset to service delivery that results in specific service improvements that enhance the client experience 

Service & Operations Criteria for Culture Building 

• Actively builds inclusive, respectful working environments where others feel valued and heard 
• Demonstrates in every day work a commitment to the principles of equity, diversity and inclusivity 
• Inspires trust and confidence among team members and students, staff and/or community 
• Sets expectations for team behaviours and practices to ensure a safe and caring environment 
• Demonstrates ability to coach and/or mentor others to build their resilience and professional capabilities 
• Prioritized well-being, inclusion, and barrier-free experiences 
• Incorporated the Calls to Action for Truth & Reconciliation in meaningful ways 

This category is only for a new leader in any position, in a school or department, (with or without direct reports) with one to four years of leadership experience at the TDSB. 
 

The nominee has demonstrated Excellence in Leadership – New Leader in one of the following areas: 

• Process 
• Program 
• Project 
• Culture Building  

New Leader Criteria for Process, Program, or Project: 

• Sets clear program/project and staff expectations on how the goals will be achieved Leadership direction and influence enables achievement of program/project objectives 
• Removes barriers to enable progress towards project/program goals 
• Brings people together to solve project/program problems, break down silos, and collaborate 
• Upholds high standards of project or program excellence and enables others to do the same 
• Ensures principles of equity, inclusivity, and diversity 

 New Leader Criteria for Culture Building: 

• Actively supports inclusive, respectful working environments where others feel valued and heard 
• Demonstrates in every day work a commitment to the principles of equity, diversity and the Calls to Action for Truth and Reconciliation 
• Inspires trust and confidence among team members 
• Models behaviours and practices to build a safe and caring environment 
• Models empathy and an ability to manage emotions (self and others) during challenging moments or conversations 
• Actively seeks out professional learning opportunities to build their resilience and professional capabilities 

This category is only for a leader in any position in a school or department (with or without direct reports) with five or more years of leadership experience at the TDSB. 
 

The nominee has demonstrated Excellence in Leadership - Experienced Leader in one of the following areas at a department, school or system level.  

• Process 
• Program 
• Project 
• Culture Building   

Experienced Leader Criteria for Process, Program or Project 

• Leadership direction and influence enables achievement of goals for a department, school or system level initiative 
• Sets clear staff expectations on how the goals will be achieved together 
• Enables collaboration to solve problems, break down silos, and find effective solutions 
• Demonstrates ability to monitor, assess and continuously improve initiative 
• Establishes best practices for operational and people excellence and supports others in achieving these practices 
• Ensures principles of equity, inclusivity, and diversity are embedded in goals and solutions 

Experienced Leader Criteria for Culture Building (at a Department, School, or System Level) 

• Actively builds inclusive, diverse and respectful working environments where others feel valued and all voices matter 
• Inspires trust and confidence among team members 
• Sets expectations for team behaviours and practices to ensure a safe and caring environment 
• Models empathy and an ability to manage emotions (self and others) during challenging moments or conversations 
• Demonstrates ability to coach and/or mentor others to build their resilience and professional capabilities 
• Provides leadership on increasing staff knowledge and taking action based on the Calls to Action for Truth and Reconciliation 

This category is only for a group of staff or formal team, within a school or department, or a group of staff or formal team formed across schools and departments, working to achieve specific goals. 
 

The team has demonstrated Excellence in Teamwork in one of the following areas at a department, school or system level.   

• Process 
• Program 
• Project 
• Culture Building   

Teamwork Criteria for Process, Program or Project (at a Department, School or System Level) 

• Sets clear staff expectations on how the goals will be achieved together 
• Collaborated in a way that broke down silos and integrated processes, relationships and/or technologies to implement a solution to a specific need or issue 
• Demonstrated creative problem-solving in implementing a process, project or program  
• Designed a process, project, program or culture building initiative that benefited a broad range of diverse students and staff 
• Responded proactively, and took initiative to implement a solution 
• Enables achievement of program/project objectives 
• Removes barriers to enable progress towards project/program goals 
• Brings people together to solve project/program problems, break down silos, and collaborate 
• Ensures principles of equity, inclusivity, and diversity are embedded in goals and solutions 

Teamwork Criteria for Culture Building 

• Actively builds inclusive, respectful working environments where others feel valued and heard 
• Demonstrates in every day work a commitment to the principles of equity, diversity and the Calls to Action for Truth and Reconciliation 
• Inspires trust and confidence among team members and students, staff and/or community 
• Sets expectations for team behaviours and practices to ensure a safe and caring environment 
• Demonstrates ability to coach and/or mentor others to build their resilience and professional capabilities 
• Prioritized well-being, inclusion, and barrier-free experiences 
• Incorporated Truth & Reconciliation practices, where applicable, in meaningful ways