Goal 1- Staff will participate in collaborative, supportive and inclusive working and learning communities focused on innovation and research.
Dr Stuart Ablon trained 80 staff at the advanced level in Collaborative Problem Solving (CPS), a unique teaching approach to address student behaviour challenges to help them stay connected and focused on classroom learning. An additional 120 staff received introductory CPS training, as well as many staff new in their role, resulting in approximately 300 staff trained.
Restorative Practices training took place for 82 participants, representing 21 elementary/secondary schools. Furthermore, initial learning of Restorative Practices took place at 15 additional schools (e.g., staff meetings, lunch & learns, etc.).
An Equity & Inclusive Education Program and Policy Review process/tool was developed to review library collections/purchases to ensure diverse gender and sexual diversity when purchasing K-Grade 8 library materials. Next step is to adapt the review tool to continue the library audit for secondary school libraries.
The Canadian Race Relations Foundations program was provided to principals and managers to emphasize inclusive and equitable recruiting, hiring and promotional practices. This aligns with the Ministry of Education’s Inclusive Education Strategy and the Halton District School Board’s Employment Equity Policy. In total 80 managers and administrators attended the four-part series training program.
Goal 2 - Staff will support safe, respectful and inclusive relationships with students, staff, families and communities
HDSB schools and equity staff worked with municipal governments and new community partner agencies to support Syrian refugees in Halton Region. Partnerships strengthened between the HDSB and Halton Interfaith Council with consultation and presentations from Muslim leaders in Halton. School staff and senior staff visited the Halton Gurdwara and Milton Islamic Centre-Milton Masjid.
Halton Multicultural Council (HMC) Connections Youth Settlement Workers continued to share learning with HDSB staff concerning the
HDSB’s 7 Equity Lenses and refugee identity and support in HDSB schools and community.
The Board established a learning partnership with the Canadian Museum for Human Rights through the Ministry’s Toronto and Area Office Equity and Inclusive Education Network. The Board explored a formal partnership with Halton Mississauga Habitat for Humanity to offer community outreach and experiential programming.
There are numerous indicators that previous good employer/union relationships continue after recent imposed labour sanctions. Issues referred to joint committees for problem solving and no increase in grievances are positive indicators that issues are being resolved collaboratively.
Goal 3 - Staff will use systemic data to inform actions, and validate decision-making and resource allocation
The STEP Ongoing Assessment tracker, developed through the Halton Forms Engine, is accessible by all elementary and secondary schools to support English language learner data collection and monitoring processes. The Welcome Centre staff uses the STEP Initial Assessment tracker for language acquisition initial assessment data to share with receiving school staff.
To further reduce strains and musculoskeletal injuries, the Clean Sweep training program was modified to better align with Halton practices and is being used in schools.