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Empower Ethical Leadership

Multi-Year Strategic Priority: Empower Ethical Leadership

We lead ethically by focusing on students and upholding our values.

Director's Action Plan Goal

To raise the achievement and well-being of our underserved and underperforming students, we will:

5. Elevate student voice in learning, assessment and decision-making.

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Decorative BorderSchool Classroom and Workplace

 

Key Actions (2018-19)

 

Look Fors

 

5.1 Educators and school staff develop mindsets and skills that value and leverage student voice in learning, assessment, and decision-making (MYSP Town Hall Report).

 

  • Demonstrating understand of the importance of knowing their learners (e.g., using CRRP to develop their socio-cultural consciousness).
  • Exploring how their social identities and social location influence whose voices are leveraged in learning and assessment.
  • Developing their own and others’ capacity to listen to marginalized voices with the intention to understand (Leadership Strategy).
  • Incorporating learners’ identities, lived experiences, needs, and interests to inform learning, assessment, and decision-making.
  • Students are being engaged by educators in the assessment and learning processes through co-constructing success criteria, self-assessment, and providing feedback to their peers.
  • Creating conditions that support leadership opportunities for students, particularly those who have been marginalized and underserved.
  • Students whose intersecting social identities are representative of the school community are actively engaged in leadership opportunities.
  • Learning about the lived experiences of students through building relationships with families.
  • Classroom tasks involve student collaboration, invite choice, and reflect the diverse needs and interests of students.
  • Elicit and include student voice on an ongoing basis in decision-making and the development of programs and school improvement goals (Equity Action Plan, MYSP Town Hall Report).

 

System

 

Key Actions (2018-19)

Look Fors

 

 

5.2 A working group representative of the social identities in York Region will revise the Modern Learning frame to explicitly:

  • define student voice as: “the co-design and co-implementation of both learning and assessment,”

  • elevate the role of experiential learning, and

  • integrate equity as a through-line.

  • Members of the Working Group and Think Tanks are reflective of the social identities of the Board community.
  • Think Tanks with students, teachers and administrators are held to inform the revision process.
  • Revised Modern Learning frame is communicated to the system

 

 

6. Build a collective understanding of ethical leadership.

Decorative BorderSchool Classroom and Workplace

Key Actions (2018-19)

Look Fors

6.1 School and Board staff engage in critical self-reflection to examine their leadership for ethical practices.

 

 

System

 

Key Actions (2018-19)

Look Fors

 

6.2 Develop a shared understanding of ethical leadership:

 

  • Create a working definition of Ethical Leadership (EL),

     

  • Build Ethical Leadership competency and consciousness in all aspects of school and department leaders’ work (e.g., decision-making, relationship building, problem-solving, communicating, monitoring of impact), and

  • Strengthen the focus on Ethical Leadership in the Leadership Strategy.

  • Ethical Leadership definition is reflective of a critical literature review of EL in an educational context.

  • Students, staff, parents and community are engaged in developing the working definition of ethical leadership (EL).

  • School and system actions in the Leadership Strategy are aligned with Ethical Leadership.

  • Tools and training are developed to build school and department leaders’ understanding of EL and to inform behaviours and practices.