Antiracism and Ethnocultural Equity in School Boards: Guidelines For Policy Development and Implementation 1993

Antiracism and
Ethnocultural Equity
in School Boards
Guidelines for
Policy Development
and Implementation
1993
Ministry of Education
and Training
Preface
This policy document is intended to assist schools A great deal of work and consultation has
and school boards in ensuring that the principles gone into the creation of this document. The
of antiracism and ethnocultural equity are guidelines point the way to the important work
observed everywhere in Ontario’s school system. that still lies ahead. The document also symbolizes
These guidelines will help members of the the strong commitment of the Government of
education community to shape school board Ontario and its partners in the education system
antiracism and ethnocultural equity policies to work together to build a more equitable
and implementation plans. province.
It is important to understand that antiracism
and ethnocultural equity are an integral part of all
aspects of the school system. These principles
must apply to and have the full support of
students, teachers, support staff, school board
Dave Cooke
trustees, administrators, and the community.
Minister of Education and Training
Contents
1. Introduction ........................................................ 5 4.7 Guidance and Counselling ...................... 20

4.8 Racial and Ethnocultural Harassment... 20
2. Process and Framework for the Development 4.9 Employment Practices............................. 20
of Antiracism and Ethnocultural Equity 4.10 Staff Development ................................... 20
Policies and Implementation Plans ................. 7
Appendices.............................................................. 21
3. Areas of Focus for Antiracism and Appendix 1: Checklists for Policy
Ethnocultural Equity Policy Development Implementation .............................. 23
and Implementation........................................... 12 Appendix 2: Worksheets for Developing
3.1 Board Policies, Guidelines, and a Policy on Antiracism and
Practices .................................................... 12 Ethnocultural Equity and an
3.2 Leadership ................................................ 12 Implementation Plan ..................... 30
3.3 School-Community Partnership ............. 13 Appendix 3: Glossary........................................... 42
3.4 Curriculum................................................ 13 Appendix 4: Policy/Program Memorandum
3.5 Student Languages................................... 14 No. 119 ............................................. 45
3.6 Student Evaluation, Assessment,
and Placement .......................................... 15 Acknowledgements ................................................ 51
3.7 Guidance and Counselling ...................... 15
3.8 Racial and Ethnocultural Harassment... 16
3.9 Employment Practices............................. 16
3.10 Staff Development ................................... 17
4. Considerations Related to the Monitoring

of Implementation ............................................. 18
4.1 Board Policies, Guidelines,
and Practices............................................. 18
4.2 Leadership ................................................ 19
4.3 School-Community Partnership ............. 19
4.4 Curriculum................................................ 19
4.5 Student Languages................................... 19
and Placement .......................................... 19
Cette publication est également offerte en français

sous le titre suivant : L’antiracisme et l’équité ethnocul-
turelle dans les conseils scolaires. Lignes directrices
pour l’élaboration et la mise en œuvre d’une politique,
1993.
1. Introduction
The Ontario government is committed to excel- to fulfil their potential and to maximize their
lence in education and to equitable educational contribution to society. The impact of racism
outcomes for all students. In accordance with a becomes compounded when two or more factors,
1992 amendment to the Education Act, 1 school such as race, gender, disability, sexual orientation,
boards are required to develop and implement etc., are present in the same situation.
antiracism and ethnocultural equity 2 policies. The
In recent years, there has been a substantial
intent of antiracist and ethnocultural equity edu-
increase in Ontario’s racial and cultural diversity.
cation is to ensure that all students achieve their
In important respects, however, Ontario’s school
potential and acquire accurate knowledge and
system has been and continues to be mainly
information, as well as confidence in their cultural
European in perspective. The prevalence of one
and racial identities. It should equip all students
cultural tradition limits students’ opportunities to
with the knowledge, skills, attitudes, and behav-
benefit from the contributions of people from a
iours needed to live and work effectively in an
variety of backgrounds. Moreover, exclusion of
increasingly diverse world, and encourage them to
the experiences, values, and viewpoints of
appreciate diversity and reject discriminatory atti-
Aboriginal and racial and ethnocultural minority
tudes and behaviour. The principles, practices, and
groups constitutes a systemic barrier3 to success
outcomes of antiracist and ethnocultural equity
for students from those groups and often produces
education are closely linked to those enunciated in
inequitable outcomes for them. Such inequities
The Common Curriculum, Grades 1--9 and other
have been linked to students’ low self-esteem,
ministry guidelines and resource documents.
placement in inappropriate academic programs,
Antiracism and ethnocultural equity school
low career expectations, and a high dropout rate.
board policies reflect a commitment to the elimi-
nation of racism within schools and in society at Many Ontario school boards have already
large. Such policies are based on the recognition taken important steps to respond to the cultural
that some existing policies, procedures, and prac- and racial diversity of their student populations
tices in the school system are racist in their impact, and to develop policies in this area to help them
if not their intent, and that they limit the opportu- eliminate inequities. Such policies are relevant to
nity of students and staff belonging to Aboriginal all Ontario school boards and minority-language
and racial and ethnocultural minority groups sections, English and French, rural and urban,
northern and southern, small and large.
Antiracism and ethnocultural equity policies
1. Education Act, R.S.O. 1990, Chapter E.2, section 8, subsection 1, entail fundamental review of and changes to many
paragraph 29.1 (July 1992 edition).
aspects of a school board’s operations. The policies
2. “Antiracism and ethnocultural equity” refers to equitable treat-
ment of members of all racial and ethnocultural groups and the elimi-
will focus on identifying and eliminating systemic
nation of institutional and individual barriers to equity. “Race” is a inequities and barriers to equitable education for
social category into which societies have divided people according to
such characteristics as skin colour, shape of eyes, texture of hair, and
facial features. “Ethnocultural” refers to a person’s cultural heritage
in the broadest sense. It can include national affiliation, language, 3. Systemic barriers occur when apparently neutral institutional struc-
and religious background. There may also be ethnocultural groups tures, policies, and practices exclude people or deny them equitable
within racial groups. treatment.
5
students and on equitable employment practices some point, in schools operated by Ontario school
for staff of all races and ethnocultural backgrounds. boards. Therefore, in developing policies and
implementation plans related to antiracist and eth-
Policies and implementation plans should
nocultural equity education, school boards need to
respond to community needs and local conditions,
take into account the perspectives and experiences
while also recognizing the need to reflect the
of Aboriginal people, whether or not they live in a
wider society. Effective change can be achieved
First Nations community.
only through collective action by all those
involved in the school system: trustees, superin- Several of the requirements for school board
tendents, principals, teachers, support staff, par- antiracism and ethnocultural equity policies fall
ents,4 students, and the community. School boards under the exclusive jurisdiction of the minority-
need to devise a wide range of ways of establishing language sections of boards. French-language
partnerships with diverse local communities, par- boards and sections shall submit policies and
ticularly those that have traditionally not been implementation plans that respect Section 23 of
involved in the life of the school. the Canadian Charter of Rights and Freedoms
and Parts XII and XIII of the Education Act,
Aboriginal people of First Nations communi-
R.S.O. 1990, Chapter E.2.5
ties are part of the diversity of Ontario’s popula-
tion. Although many Aboriginal peoples in
Ontario live in First Nations communities, the
majority live in urban and rural communities
throughout the province. The Government of
Ontario has been engaged in formal discussions
with First Nations communities in the province
regarding, among other issues, Aboriginal control
of Aboriginal education.While many First Nations
communities have their own education system,
students from these communities are educated, at
5. Part XII of the Education Act makes it clear who has the right to
receive elementary or secondary instruction in the French language.
The right is based on the definition of a francophone person in the
Canadian Charter of Rights and Freedoms, which, in Section 23,
states that a francophone person is a Canadian citizen whose first lan-
guage learned and still understood is French and who has attended a
4. The term “parent” as used in this document includes guardians and French-language elementary school in Canada or who has a child who
those other individuals who are representing and advocating on has received or is receiving elementary or secondary education in the
behalf of the student and/or parent or guardian. French language.
6
2. Process and Framework for the Development
of Antiracism and Ethnocultural Equity Policies
and Implementation Plans
Antiracism and ethnocultural equity policies focus in this area have focused on creating learning
on identifying and changing institutional policies environments that respect the cultures of all
and procedures and individual behaviours and students; however, inequities in the treatment of
practices that may be racist in their impact. members of some cultures and races that have
occurred as a result of inequities of power and
Antiracist and ethnocultural equity education
privilege have often tended to be ignored.
is not a new educational program, but a commit-
ment to positive and equitable outcomes in all There are different approaches to the process
education programs and services for all students. of developing a school board antiracism and
Some of the required changes will take place ethnocultural equity policy and implementation
immediately, others will take time to happen. plan. The sample procedure for policy develop-
ment and implementation outlined below is one
Antiracism and ethnocultural equity policies
option. There are many variations on this model
go beyond a broad focus on multiculturalism and
that a board may use, depending on its size, its
race relations. Many existing school board policies
A Sample Procedure for Developing a Policy and Implementation Plan on Antiracism

and Ethnocultural Equity
10 Develop a communications plan and a

monitoring process.
9 Allocate resources.
8 Allocate responsibility for implementation.
7 Establish timelines to ensure that the objectives and outcomes are

achieved.
6 Define expected outcomes.
5 Review core objectives and develop a plan of action.
4 Raise awareness of and identify issues of antiracism and ethnocultural equity that
need to be addressed.
3 Establish an advisory committee composed of trustees, senior board administrators, and
representatives from unions, federations, and community groups.
2 Establish community partnerships.
1 Initiate a process for policy development by the board.
7
history, the strength of its minority communities, A sample framework for policy development
and its past interaction with them. and implementation is provided on pages 9 to 11.
Section 3 of this document outlines key issues in
Policies and implementation plans shall
each area of focus and a set of core objectives that
address the following ten major areas of focus:
shall be addressed in the policy. They may serve as
• board policies, guidelines, and practices
a starting point for the process of policy develop-
• leadership
ment and implementation. Further objectives may
• school-community partnership
be added, as appropriate, to reflect the particular
• curriculum
needs of local communities.
• student languages
• student evaluation, assessment, and placement Implementation shall be based on five-year
• guidance and counselling plans. At all stages of policy implementation, a
• racial and ethnocultural harassment high priority shall be assigned to broadening the
• employment practices curriculum to include diverse perspectives and to
• staff development eliminating stereotyping.
The model chosen shall include, for each of the All policies and implementation plans shall
major areas of focus: have mechanisms for evaluating progress, includ-
ing an accountability mechanism for trustees and
• a mission statement or statement of guiding prin-
all school board staff. Section 4 of this document
ciples that reflects the board’s commitment to
outlines criteria for monitoring policy implemen-
addressing antiracism and ethnocultural equity;
tation within the ten areas of focus. The criteria
• a list of objectives that defines the desired will be fundamental to future monitoring of the
outcomes; implementation of school board antiracism and
ethnocultural equity policies by the Ministry of
• a plan of action that outlines the tasks required
Education and Training.
to implement each objective;
To ensure that the perspectives, needs, and
• a list of outcomes to provide a system of
aspirations of Aboriginal and various racial and
accountability;
ethnocultural minority communities are
• a list of resources that identifies tools (human addressed, representatives from such communities
and material) needed to achieve the stated shall be actively involved in the process of policy
objectives; development, implementation, and monitoring.
• a set of timelines to help clarify the steps in the The proceedings related to the policy devel-
action plan and to provide a way of assessing opment and implementation process shall be
progress; conducted in the language of the board or of
the respective section of the board. Boards and
• an indication of the person or persons responsi-
minority-language sections are encouraged, how-
ble for carrying out the plan of action in each
ever, to find alternative communication strategies
area of focus, to ensure consistent direction dur-
when members of the community who do not
ing implementation, to facilitate monitoring, and
speak the language of the board are involved.
to ensure accountability.
8
Sample Framework for Policy Development and Implementation, School-Community Partnership
Mission Statement: The board recognizes the importance of effective school-community partnerships to ensure that perspectives, experiences,
and needs of diverse racial and ethnocultural groups are taken into account.
Core Objectives Plan of Action Expected Outcomes Resources Timelines Responsibility
• To identify Aboriginal • Extend networks by • Creation of a local

and racial and consultation with: community profile.
ethnocultural minority
– known representa- • Removal of barriers to
communities within
tives of diverse involvement.
the school board’s
groups;
jurisdiction, whether • Greater participation
or not they are – multicultural by traditionally dis-
involved in school centres, friendship advantaged groups.
board activities. centres, women’s
•
groups, parents’
groups, student •
councils, etc.
• Use media (radio
stations, community
newspapers,
newsletters, etc.) to
invite participation
from diverse groups.
•
•
9
10
Sample Framework for Policy Development and Implementation, School-Community Partnership (cont.)
• To involve diverse • Consult groups about • Establishment of

communities in the type of involvement partnerships.
partnership activities they desire, using
• Participation in policy
with the school board. questionnaires, focus
development.
groups, individual
• To request community
interviews, informal •
groups to identify their
telephone conversa-
spokespersons for the •
tions, meetings,
purpose of establish-
discussions, etc.
ing school-community
partnerships. • Determine ease of
access to meetings
for all groups (e.g.,
are time, place, date
appropriate? are
transportation, child
care, interpreters
available?) and adjust
circumstances to facil-
itate attendance by all
parties.
• Adapt the process to
accommodate cultural
and faith differences.
•
•
•
Sample Framework for Policy Development and Implementation, School-Community Partnership (cont.)
• To assess the • Based on the informa- • Ongoing feedback and

effectiveness of tion acquired, develop active participation by
community consulta- a communications community groups.
tion and partnership plan, strategies, and
•
involvement. monitoring procedures
that will ensure fre- •
quent consultation
and facilitate ongoing
participation by
diverse groups.
•
•
• • •
• • •
11
3. Areas of Focus for Antiracism and
Ethnocultural Equity Policy Development
and Implementation
Core Objectives:
3.1 Board Policies, Guidelines, and
Practices • To articulate clearly the board’s commitment to
principles of antiracism and ethnocultural equity
Principles of antiracism and ethnocultural equity
in all existing and new board policies, guidelines,
shall permeate all aspects of the board’s organiza-
operations, and practices.
tional structure, including its mission statement
and strategic plan, where applicable, and all areas • To eliminate racial and ethnocultural biases in
of the board’s operations, policies, guidelines, pro- board policies, guidelines, and day-to-day
grams, and practices. Barriers to equity shall be practices.
identified and addressed. Board policies and
• To establish mechanisms for measuring progress
guidelines are important because they define the
towards antiracism and ethnocultural equity.
principles and objectives that direct board activi-
ties and day-to-day practices. • To develop clear criteria for French-language
boards and sections to be used by their admis-
Board policies, guidelines, and practices shall
sions committees.
ensure that the needs of all students are
addressed. They should reflect diverse viewpoints,
needs, and aspirations in the community, particu-
3.2 Leadership
larly of those groups that have traditionally been
excluded. The board shall have an appropriate School boards shall provide informed leadership
mechanism in place to ensure accountability for at board and administration levels, with a commit-
achieving that goal. ment by all staff to identify systemic inequities and
barriers and support to enable them to do so. In
As stated earlier, French-language boards
this regard, the role of school board trustees,
and sections shall submit policies and plans that
directors of education, superintendents, principals,
respect Section 23 of the Canadian Charter of
and teachers is pivotal.
Rights and Freedoms and Parts XII and XIII of
the Education Act, R.S.O. 1990, Chapter E.2. School boards are inextricably linked to par-
These policies shall include clear criteria that will ents, racial and ethnocultural communities, uni-
guide admissions committees in their recommen- versities and colleges, and others who support the
dations to the board. The ministry encourages educational system. Leaders in the educational
boards to develop criteria that will facilitate the system must share responsibility for decision-
admission of students from diverse racial and making with these groups.
ethnocultural minority communities.
Shared leadership with regard to antiracism
and ethnocultural equity demands that all partners
in education become responsible for preparing
students to live in a racially and culturally diverse
12
society, that teaching reflects the contributions of Core Objectives:
diverse cultures, and that all forms of racism are
• To identify Aboriginal and racial and ethnocul-
challenged and removed.
tural minority communities within the school
board’s jurisdiction, whether or not they are
Core Objectives:
involved in school board activities.
• To assist school board trustees, administrators,
• To involve diverse communities in partnership
and staff to develop the knowledge, skills,
activities with the school board.
attitudes, and behaviours needed to implement
antiracism and ethnocultural equity policies in • To request community groups to identify their
the school system. spokespersons for the purpose of establishing
school-community partnerships.
• To identify all expected outcomes for those
responsible for implementation and incorporate • To assess the effectiveness of community consul-
these outcomes into the performance-appraisal tation and partnership involvement.
process, including the ongoing evaluation of
teachers.
3.4 Curriculum
• To ensure that board policy directions and prior-
ities as well as the day-to-day implementation of The term “curriculum” encompasses all learning
programs and services are consistent with the experiences the student will have in school. These
aims of antiracism and ethnocultural equity. include such aspects of school life as the general
school environment, interactions among students,
• To establish antiracism and ethnocultural equity
staff, and the community, and the values, attitudes,
principles and objectives and incorporate them
and behaviours conveyed by the school.
into annual plans and year-end reports.
Much of the traditional curriculum focuses
on the values, experiences, achievements, and
3.3 School-Community Partnership perspectives of white-European members of
Canadian society and excludes or distorts those of
Schools shall meet the needs of their increasingly
other groups in Canada and throughout the world.
diverse communities. Active involvement and par-
The value system of the dominant culture tends to
ticipation by members of the community in the
become the norm and the only point of reference.
development, implementation, and monitoring of
This affects students’ values, attitudes, and behav-
school board policies and programs will ensure
iours and, whether intentionally or not, may have
that community perspectives, needs, and aspira-
a discriminatory effect. Students need to under-
tions are included and addressed.
stand and respect cultures and alternative ways of
School boards shall develop constructive and living, and they benefit from a knowledge of the
open dialogue and partnerships with parents and experiences and contributions of people of cul-
community groups to increase co-operation and tures and races other than their own.
collaboration among home, school, and the com-
Antiracist curriculum provides a balance of
munity. School-community partnerships shall
perspectives. It enables all students to see them-
involve diverse racial and ethnocultural groups.
selves reflected in the curriculum and provides
This applies particularly to the development of
each student with the knowledge, skills, attitudes,
antiracism and ethnocultural equity policies, since
and behaviours needed to live in a complex and
such policies require the support of the entire
diverse world. It consciously examines and chal-
community in order to be effective.
lenges the Eurocentric nature of curriculum and of
the society in which young people are growing up.
13
Curriculum development and selection is made on Teachers in all curriculum areas should rec-
the basis of what a student requires to function ognize the importance of the language the student
effectively in a culturally and racially diverse already speaks. Competence in the first language
society. provides students with the foundation for develop-
ing proficiency in additional languages, and main-
Core Objectives: tenance of the first language supports the acquisi-
tion of other languages. The first language also
• To develop or modify curriculum to reflect
serves as a basis for emotional development and
in an equitable way a culturally and racially
provides a vital link with students’ ancestral her-
diverse society.
itage. Multilingualism enhances students’ intellec-
• To ensure that the cultural and racial identities tual functioning and the ability to communicate,
of all students are affirmed in an equitable and as well as their career opportunities.
appropriate way by learning experiences in
Limited proficiency in the language of
the school.
instruction is likely to have an impact on students’
• To identify bias and discriminatory barriers academic performance. Research shows that most
in existing curriculum structures, policies, newly arrived immigrant students achieve conver-
programs, and learning materials. sational fluency in the language of their receiving
environment in approximately one and a half to
• To ensure that all elements in the process of
two years, but require a minimum of five to seven
curriculum review, development, and implemen-
years to become proficient in abstract thought in
tation are consistent with antiracism and
the language to be learned and to function acade-
ethnocultural equity objectives.
mically like native speakers. 6
• To enhance teachers’ abilities to use biased
In addition to those students who need to
materials constructively to develop students’
acquire English or French, there are some stu-
critical thinking about racism.
dents who have not had the opportunity to attend
• To reflect the diversity of staff, students, parents, school regularly and who may be speaking a vari-
and the community in all areas of curriculum ety of English or French different from that of
development, implementation, and evaluation, their teachers. Social and cultural variations in
and in the membership of curriculum committees. language are to be expected, because language
systems are not static. Teachers need to indicate
that sociocultural varieties of language are entitled
3.5 Student Languages to respect and recognition. They also need to help
these students to become competent in the lan-
Language is a tool for learning, and access to
guage of instruction so that they will have the
education depends on language competence.
same economic and educational opportunities as
Language proficiency underlies success in most, if
their peers. It is important to provide opportuni-
not all, curriculum areas. All students, therefore –
ties to enable these students to upgrade their liter-
including those with a first language other than
acy and academic skills and to add to their knowl-
English or French – must be enabled to acquire
edge in a variety of subject areas.7
competence in one or both of Canada’s official
languages. Students who have a first language
other than English or French should be seen as
needing to add to their linguistic repertoire rather 6. J. Cummins and M. Swain, Bilingualism in Education (New York:
than as deficient in language or linguistically Longman, 1986); V. Collier, “How Long? A Synthesis of Research on
deprived. Academic Achievement in a Second Language”, TESOL Quarterly
23 (1989), pp. 509-31.
7. D. Corson, Language Policy Across the Curriculum (Philadelphia:
Multilingual Matters Ltd., 1990), pp. 16, 34, 130-33. English As a
Second Language and English Skills Development, Intermediate and
Senior Divisions (Toronto: Ontario Ministry of Education, 1988).
14
Core Objectives: with low expectations. The programs in which stu-
dents are placed may have a significant impact on
• To affirm and value the students’ first language.
students’ future career aspirations and their long-
• To ensure that all students achieve literacy in at term quality of life.
least one official language.
Antiracist student evaluation and assessment
• To provide appropriate support programs for seek to achieve an accurate picture of students’
language learning. capabilities to maximize their learning potential.
They take into account students’ prior learning,
their previous school experience, and their cultural
3.6 Student Evaluation, Assessment, and and linguistic backgrounds, including, if relevant,
Placement limited competence in the language of instruction.
They ensure ongoing communication with parents
The purpose of student evaluation and assessment
and involve them in all placement decisions.
is to obtain as accurate a picture as possible of stu-
dents’ capacities in order to ensure that they are
Core Objectives:
provided with a program that enables them to
fulfil their potential. Student evaluation and • To ensure that assessment and placement teams,
placement are based on both teacher perceptions instruments, and procedures are bias-free and
and the results of formal and informal assess- designed to meet the needs of the individual
ments of students’ academic and intellectual student, and take into account the student’s
performance. previous education and personal experience.
It is important that teachers have high expec- • To ensure that placement decisions are flexible
tations of all students. Racial and ethnocultural so that they do not limit students’ educational
biases and stereotyping may influence teacher and career opportunities.
perceptions and expectations of what students are
• To ensure that parents are fully informed about
capable of achieving. In turn, such expectations
assessment and placement procedures and are
may influence students’ expectations of
involved in placement decisions.
themselves.
A multifaceted approach to student evalua-
tion and assessment is essential to provide a com- 3.7 Guidance and Counselling
prehensive picture of what students are capable of
Guidance counsellors play a central role in the
achieving. Caution needs to be used in interpret-
assessment and placement of students, and in
ing the results obtained from standardized tests
helping them to enhance their self-esteem and
used in assessment. Most standardized tests
relationships with others. They assist students in
(achievement, aptitude, psychological) measure
developing high expectations for themselves and
knowledge and experiences that have been
appropriate educational plans, and provide sup-
acquired within a given cultural and linguistic
port with life-skills training, pre-employment skills
environment. They have limited validity for stu-
development, career orientation, exploration,
dents whose culture and/or first language are dif-
and planning.
ferent. Results from such tests can lead to miscon-
ceptions about students’ capabilities and to their Informed counselling can help to remove dis-
placement in inappropriate academic programs. criminatory barriers for students in the school sys-
tem and the world of work, and can provide
There is evidence that many Aboriginal and
proactive strategies to ensure that Aboriginal and
other racial and ethnocultural minority students
racial and ethnocultural minority students achieve
have been inappropriately streamed into programs
personal growth and realize their full potential. To
15
respond effectively to the needs of all students, Harassment can have a profound impact
counselling must be culturally sensitive, support- upon the victim’s self-esteem and limit the ability
ive, and free of racial and ethnocultural bias. of the individual or group to function effectively
on a day-to-day basis. It can occur among stu-
Core Objectives: dents, teaching and support staff, administrators,
trustees, and other individuals in and having
• To determine what parents, students, and com-
involvement with a school board.
munity groups perceive to be students’ needs for
guidance and counselling and whether they feel
Core Objectives:
those needs are being met.
• To develop or review policy guidelines and a
• To determine what support counsellors perceive
clearly delineated process for dealing with racial
they require in order to serve the diverse stu-
and ethnocultural harassment involving staff,
dent population.
students, and other individuals in the school
• To eliminate racial and ethnocultural stereotyping board.
in educational and career-planning programs.
• To provide staff with the knowledge and skills
• To ensure support for students in the iden- to identify harassment and to respond effectively
tification of career options and appropriate to it.
academic paths.
• To ensure that boards communicate the policy
• To create partnerships among schools, home, guidelines to all members of the education
community, business, and industry, and to community.
involve parents, students, and the community in
• To ensure that the process of addressing
program review and development.
harassment is monitored.
• To ensure that, where possible, communication
strategies are in place to keep parents informed,
in a language they understand, of their children’s 3.9 Employment Practices
current educational achievement and progress
Equitable employment practices are an integral
and their plans for the future.
part of antiracism and ethnocultural equity. The
work force in a school board should reflect and be
capable of understanding and responding to the
3.8 Racial and Ethnocultural Harassment
experiences of a racially and culturally diverse
Racial and ethnocultural harassment is demeaning population.
treatment based on race or ethnicity. It is a form
Good employment practices remove barriers
of discrimination that is prohibited by the Ontario
that prevent fair and equitable hiring, promotion,
Human Rights Code. Harassment can be overt or
and training opportunities for everyone, at every
subtle, intentional or unintentional. It can involve
level within the workplace. Following such prac-
verbal or physical abuse or threats; unwelcome
tices is considered good human resources plan-
remarks, jokes, innuendoes, or taunting about a
ning, as it ensures that all individuals who can do
person’s race, ethnicity, national origin, faith,
the job are considered.8 Equitable employment
dress, or accent; graffiti or the displaying of racist
practices ensure fair treatment for all working
pictures; the composition and/or distribution of
people in Ontario.
derogatory material; exclusion, avoidance, or con-
descension because of race or ethnocultural back-
ground; or a series of individual incidents which,
when examined in their totality, can be seen to
8. Further guidance on this section will be provided when Bill 79,
have a negative impact on an individual or An Act to Provide for Employment Equity for Aboriginal People,
a group. People With Disabilities, Members of Racial Minorities and Women,
becomes law.
16
Core Objectives: Core Objectives:
• To ensure that vacancies are advertised widely, • To identify staff development needs to ensure
internally within the organization as well as that those responsible for implementing the
through outreach to designated groups. board’s antiracism and ethnocultural equity
policy have or develop the knowledge, skills,
• To ensure that recruitment, interview, selection,
and behaviours to carry out the mandate.
training, and promotion practices and proce-
dures are bias-free. • To implement staff development programs
based on identified needs.
• To ensure that interview teams for board posi-
tions reflect the diversity within the community. • To enable trustees and staff to deal confidently
and effectively with issues of racism and
discrimination and with incidents of racial and
3.10 Staff Development ethnocultural harassment.
Staff development on antiracism and ethnocul- • To provide trustees and staff with the skills to
tural equity is an integral part of the process of identify and deal with bias in learning materials.
changing organizational culture and practices.
• To involve community groups in the develop-
Such change requires trustees and all staff to take
ment and implementation of an in-service pro-
ownership and responsibility for promoting
gram and other staff development programs.
antiracism and ethnocultural equity. All trustees
and school board staff need to acquire the knowl- • To ensure that trustees and staff are aware that
edge, skills, attitudes, and behaviours to identify they are expected to broaden their expertise in
and eliminate racial and ethnocultural bias and antiracist and ethnocultural equity education
discrimination. Improved awareness of inequities through courses, workshops, and community
and their effects can help trustees and staff to consultation.
change individual behaviour and institutional
practices to eliminate barriers to equity. All staff
need to participate in staff development activities.
17
4. Considerations Related to the Monitoring
of Implementation
Successful implementation of school board In monitoring the impact of antiracism and

antiracism and ethnocultural equity policies de- ethnocultural equity policies and programs, it will
pends upon commitment, co-ordination, and be necessary for boards to collect data relating to
co-operation at every level of the system. To ensure the race and ethnicity of students.
change, effective monitoring and evaluation of
The gathering of such data is permissible
implementation is critical. It is important to
under Section 14 of the Ontario Human Rights
include evaluation strategies as part of the devel-
Code so long as it is part of what the Code defines
opment of antiracism and ethnocultural equity
as a special program. A special program is
policies and implementation plans. School boards
designed to relieve disadvantage or to achieve or
shall establish clear mechanisms of accountability
to attempt to achieve equality. Care must be exer-
for implementation and effective monitoring to
cised in the collection, use, and storage of and
ensure that antiracism and ethnocultural equity
access to the data gathered. Further information
principles are integrated into all aspects of educa-
on these issues will be communicated to boards.
tion programs, services, and board operations.
Boards shall: The following criteria should assist school
boards with monitoring progress. The criteria will
• include specific objectives in the performance
also form the basis for monitoring the implemen-
appraisal of all staff to ensure that antiracism
tation of school board policies on antiracism and
and ethnocultural equity requirements are
ethnocultural equity by the Ministry of Education
implemented;
and Training. The criteria are listed by area of
• require principals, supervisory officers, and all focus.
individuals with supervisory responsibility to
include antiracism and ethnocultural equity
objectives in their annual plans and year-end 4.1 Board Policies, Guidelines, and
reports; Practices
• require teachers to include antiracism and eth- • Principles of antiracism and ethnocultural equity
nocultural equity objectives in their long-term are clearly articulated in the board’s mission
and short-term program and lesson plans; statement and strategic plan, where applicable,
and in all board policies, guidelines, and
• focus monitoring on outcomes that are both
procedures.
quantitative and qualitative;
• An effective mechanism is in place for the
• include the perceptions and experiences of stu-
system-wide implementation and monitoring
dents, parents, and community members in the
of the board’s antiracism and ethnocultural
monitoring process;
equity policy.
• ensure active participation by representatives
• Racial and ethnocultural biases in board poli-
from diverse communities in the monitoring of
cies, programs, and practices have been identi-
the implementation process.
fied, and progress has been made towards their
elimination.
18
• Effective criteria are in place to guide admis- • Effective mechanisms are in place for identifying
sions committees in their recommendations to and addressing forms of bias in learning materi-
French-language boards and sections. als and discriminatory elements in existing cur-
riculum policies and programs.
• Students feel that their cultural and racial
4.2 Leadership
identities are affirmed in an equitable and
• Trustees and all school board staff have an appropriate way by the school.
understanding of how racism is manifested in
the school system and what impact it has on
students and staff. 4.5 Student Languages
• Trustees and all school board staff use effective • Students perceive that their first language is
strategies to respond to and eliminate systemic being valued by the school.
and individual racism.
• Multilingualism is actively promoted.
• Effective mechanisms are in place to ensure that
• Appropriate heritage language and/or Native
senior administrators, principals, and managers
language programs are in place.
accomplish the antiracism and ethnocultural
equity objectives outlined in their annual plans. • An effective language-learning support program
is in place.9
• Consideration is given to the special linguistic
4.3 School-Community Partnership
challenges faced by ESL/ALF students in using
• A community profile has been created. regular curriculum materials.
• Barriers to involvement in school board activi-
ties for Aboriginal and racial and ethnocultural
minority communities have been identified and
and Placement
are being eliminated.
• There is continuous monitoring of student place-
• School board public consultations on policy and
ment, retention, and re-entry in relation to race
program issues include individuals from a vari-
and ethnicity.
ety of Aboriginal and racial and ethnocultural
minority communities. • The perceptions of parents and students from
• Members of diverse communities, including
groups regarding inappropriate placement are
monitored.
groups, are actively involved in school and
school board activities. • Parents, including those of Aboriginal and racial
and ethnocultural minority students, understand
the assessment and placement process and
4.4 Curriculum actively participate in assessment and placement
decisions.
• The curriculum reflects the realities of a
culturally and racially diverse society. • Students perceive that they have equitable
access to available program options.
• Effective procedures are in place to ensure that
the perspectives of diverse racial and ethnocul-
tural communities are included in the process
of curriculum development, review, and 9. A number of school boards have in place programs in English as
a second language and English skills development (ESL/ESD) or
implementation. programs in actualisation linguistique en français (ALF) and perfec-
tionnement du français (PDF) to support the needs of students with a
first language other than English or French.
19
• New immigrant students are placed in age- • Support networks exist and are endorsed by the
appropriate programs, unless exceptional cir- school board to assist Aboriginal and racial and
cumstances exist to dictate otherwise. ethnocultural minority employees to achieve full
participation in employment opportunities.
• There are constraints on the use of standardized
assessment measures with new immigrant stu- • An effective mechanism is in place to address
dents and students with a first language other workplace discrimination and harassment re-
than English or French. lated to race and ethnocultural background.
4.7 Guidance and Counselling 4.10 Staff Development

• Systemic biases in guidance and counselling • Staff are able to identify manifestations of
have been identified and are being addressed. systemic and individual racism.
• Parents, including those of Aboriginal and racial • Staff are committed to eliminating racism.
and ethnocultural minority students, are actively
• Staff deal effectively and confidently with
involved in educational planning and career
systemic and individual racism. For example:
orientation decisions that affect their children.
– Teachers are able to identify and deal with
• Aboriginal and racial and ethnocultural minority
racial and ethnocultural bias in the curriculum
students have confidence in the service they are
and in the evaluation and assessment of
receiving from guidance counsellors.
students.
– Principals effectively manage a multicultural,
4.8 Racial and Ethnocultural Harassment antiracist instructional program and all
aspects of a culturally and racially diverse
• An effective mechanism is in place for reporting
school.
and responding to incidents of racial and ethno-
cultural harassment. – Supervisory officers effectively supervise and
co-ordinate all aspects of the implementation
• Information on this mechanism has been com-
of the board’s antiracism and ethnocultural
municated to all staff, students, and parents.
equity policy and the integration of equity
• Staff have the knowledge and the skills to principles into all board operations.
respond effectively to alleged incidents of
• Trustees take into account principles of
harassment.
antiracism and ethnocultural equity in their
• An effective monitoring system is in place educational and administrative decisions.
to track reports of racial and ethnocultural
harassment and the responses to these reports.
4.9 Employment Practices

• Vacancies within the board are widely adver-
tised, and special efforts are made to recruit,
train, and promote members of Aboriginal and
racial and ethnocultural minority groups.
20
Appendices
Appendix 1: Checklists for
Policy Implementation
The following checklists provide an example of a school board’s progress in policy implementation.
what the implementation of a school board School boards are encouraged to develop their
antiracism and ethnocultural equity policy might own checklists to reflect local realities.
look like. Checklists can be useful in determining
Focus: Board Policies, Guidelines, and Practices Yes No Somewhat Don’t Know
1. Principles of antiracism and ethnocultural equity are

clearly articulated in the board’s mission statement
and strategic plan, where applicable, and in all board
policies, guidelines, and procedures. ________ ________ ________ ________
2. Clear guidelines exist for the review of board policies
and practices in terms of racial and ethnocultural biases. _________ _________ _________ _________
3. Representatives of diverse Aboriginal and racial and
ethnocultural groups participate in the development
and review of policies and practices. _________ _________ _________ _________
4. Mechanisms exist for monitoring board progress
towards antiracism and ethnocultural equity. _________ _________ _________ _________
5. Clear criteria exist to facilitate the admission of
students whose parents do not hold rights under
Section 23 of the Charter of Rights and Freedoms but
who can show that it would be in the best interest of
their children to receive their primary or secondary edu-
cation in the French language. _________ _________ _________ _________
6. Antiracism and ethnocultural equity policies and
implementation plans for the board and the minority
section are in harmony. _________ _________ _________ _________
23
Focus: Leadership Yes No Somewhat Don’t Know
1. Regular needs assessments are undertaken to identify

training needs for shared leadership, support, and
decision-making within the organization. ________ ________ _________ ________
2. Performance appraisals include criteria to assess

effectiveness in implementing antiracist change. _________ _________ _________ _________
3. The selection process for persons in positions of

added responsibility includes an assessment of the
candidates’ demonstrated commitment to antiracism
and ethnocultural equity and of their related knowledge _________ _________ _________ _________
and skills.
Focus: School-Community Partnership Yes No Somewhat Don’t Know
1. A community profile has been developed. ________ _________ ________ ________

2. Mechanisms are in place to ensure equitable access
by diverse communities to involvement in all school
board activities. _________ _________ _________ _________
3. Consultations are held with Aboriginal and racial and
ethnocultural minority groups to determine the barriers
to their participation in school board activities and to
propose strategies to remove the barriers. _________ _________ _________ _________
4. A periodic assessment is conducted of how well con-
sultation and partnership with communities are working
to determine if modifications to the process are
required. _________ _________ _________ _________
24
Focus: Curriculum Yes No Somewhat Don’t Know
1. Students are taught to recognize minority values as

well as the dominant values in our society. ________ ________ ________ ________
2. Curriculum materials include information about
Aboriginal people and diverse racial and ethnocultural
groups. ________ ________ ________ ________
3. Accurate information is conveyed about a broad range
of cultural values, life experiences, and the diversity
within cultures. ________ ________ ________ ________
4. The school supports and integrates the perspectives of
all students to assist them in living in a diverse society
(e.g., the contents of the school library, displays,
celebrations, school events, calendars, food services,
etc., reflect diversity). ________ ________ ________ ________
5. All students see themselves as active participants in
the curriculum. ________ ________ ________ ________
6. Guidelines are developed to deal with bias in content,
language, and illustrations. ________ ________ ________ ________
7. The causes and patterns of racism in Canada and the
world are explored and challenged. ________ ________ ________ ________
8. Active participation in school programs and learning by
staff, parents, students, and community members,
including representatives of Aboriginal and racial and
ethnocultural minority groups, is expected. _________ _________ _________ _________
Focus: Student Languages Yes No Somewhat Don’t Know
1. Curriculum programs and activities respect and affirm

students’ first languages and promote multilingualism. ________ ________ ________ ________
2. Heritage language and Native language programs are
provided in keeping with ministry policy. _________ _________ _________ _________
3. Language-learning support programs are in place for
students who have a first language other than English
or French. _________ _________ _________ _________
25
Focus: Student Evaluation, Assessment, and Placement Yes No Somewhat Don’t Know
1. When possible, data on students’ previous educational

and personal experiences are fully and accurately
assessed in order to establish equivalent placement
levels. ________ ________ ________ ________
2. Orientation materials are available for students and
parents in their first language, where possible.1 _________ _________ _________ _________
3. Parents are actively involved in each stage of the
assessment process, with translation available when
possible. _________ _________ _________ _________
4. An appropriate adjustment period is allowed for
immigrant and refugee students before formal
assessment is conducted.2 _________ _________ _________ _________
5. Informal, holistic, observational assessment is used
with students who have a first language other than
English or French and who have limited proficiency in
the instructional language. _________ _________ _________ _________
6. Existing test instruments are evaluated for racial and
cultural bias; those found to be biased are modified;
and others appropriate to the needs of students from
minority groups are identified for use. ________ ________ ________ ________
7. Student assessments – formal and informal – are
conducted in the language in which the student is
most proficient, where appropriate and possible. _________ _________ _________ _________
8. When possible, an interdisciplinary assessment team
is used that reflects the racial and ethnocultural diver-
sity in the school population and that has experience in
the use of bias-free assessment procedures. _________ _________ _________ _________
9. Students are placed in age-appropriate academic pro-
grams, unless exceptional circumstances exist to dic-
tate otherwise. _________ _________ _________ _________
10. Guidelines are provided on the age-appropriate place-
ment of students, and students’ progress after
placement is carefully monitored and evaluated. _________ _________ _________ _________
1. The term “first language” as used here and elsewhere in this section
refers to a language other than English and French, the two official
languages.
2. In view of research findings on the length of time students require
to become proficient in abstract thought in a second language, many
school boards do not conduct standardized testing with new immi-
grant students with a first language other than English or French who
have been in Canada for less than five years (see sections 3.5 and 3.6).
26
Focus: Guidance and Counselling Yes No Somewhat Don’t Know
1. Guidance policies, procedures, and programs are free

from racial and ethnocultural bias. _________ _________ _________ _________
2. Guidance counsellors have an understanding of and
the skills to respond to:
• issues pertaining to cultural adaptation; _________ _________ _________ _________
• forms of overt and systemic racism and their impact
on students. _________ _________ _________ _________
3. Decisions about the appropriate assessment and
placement of Aboriginal and racial and ethnocultural
minority students are made after consultation with
teachers, parents, and students, and the implications
of these decisions are fully discussed. ________ ________ ________ ________
4. Career education programs actively promote educa-
tional planning and career exploration in a manner that
recognizes the capabilities of students and provides
the greatest number of possible options. _________ _________ _________ _________
5. Counselling is provided for students in their first lan-
guage, where possible. _________ _________ _________ _________
6. Where appropriate and possible, parents are informed
about issues pertaining to their children in a language
they understand. _________ _________ _________ _________
7. The expertise of community members is drawn upon to
help counsellors facilitate communication with parents
and to respond to the needs of minority students. _________ _________ _________ _________
8. There is a process in place to involve parents, busi-
ness, and industry in educational and career planning
in the school. _________ _________ _________ _________
27
Focus: Racial and Ethnocultural Harassment Yes No Somewhat Don’t Know
1. A board policy, including a complaints procedure on

racial and ethnocultural harassment, effective penal-
ties, and protection against reprisal, has been devel-
oped in consultation with diverse racial and ethnocul-
tural groups. ________ ________ ________ ________
2. Mechanisms are in place to monitor the effectiveness
of this harassment policy and related procedures. _________ _________ _________ _________
3. A staff development program is in place to implement
the board’s harassment policy and to assist staff in
dealing with harassment. _________ _________ _________ _________
4. The policy is widely distributed and explained to all
members of the school community. _________ _________ _________ _________
Focus: Employment Practices Yes No Somewhat Don’t Know
1. Recruitment, interview, selection, and promotion prac-

tices are bias-free. ________ ________ ________ ________
2. Job advertisements, applications, and interview ques-
tions are regularly reviewed to ensure that they are not
biased against any group or in contravention of Ontario
Human Rights Code requirements. _________ _________ _________ _________
3. The selection process for all staff includes an assess-
ment of the candidates’ demonstrated commitment to
antiracism and ethnocultural equity and of their related
knowledge and skills. _________ _________ _________ _________
4. An employment accommodation policy is in place and
is meeting the needs (e.g., dress code, religious holi-
days) of Aboriginal people and members of diverse
racial and ethnocultural groups. _________ _________ _________ _________
5. Opportunities for networks and peer support are in
place and endorsed by the school board. _________ _________ _________ _________
28
Focus: Staff Development Yes No Somewhat Don’t Know
1. The board’s staff development programs in all areas

integrate the principles and practices of antiracism and
ethnocultural equity. ________ ________ ________ ________
2. A needs assessment has identified the specific areas
in which antiracism and ethnocultural equity training is
required by trustees and all board staff. _________ _________ _________ _________
3. Staff development programs on antiracism and ethno-
cultural equity are in place for trustees and all board
staff. _________ _________ _________ _________
4. The staff development programs provided will assist
school board and school staff to:
• identify and respond to overt and systemic racism
in the school system; _________ _________ _________ _________
• learn about diverse cultural norms and behaviours; _________ _________ _________ _________
• be aware of and respond to issues related to
cultural adaptation; _________ _________ _________ _________
• identify and address racial and ethnocultural bias in
employment. _________ _________ _________ _________
5. Community groups are involved in the development and
implementation of staff development programs. _________ _________ _________ _________
29
30
Appendix 2: Worksheets for Developing a Policy on Antiracism

and Ethnocultural Equity and an Implementation Plan
Board Policies, Guidelines, and Practices
Mission Statement: __________________________________________________________________________________________________________
• To articulate clearly the

board’s commitment to
principles of antiracism and
ethnocultural equity in all
existing and new board poli-
cies, guidelines, opera-
tions, and practices.
• To eliminate racial and eth-
nocultural biases in board
policies, guidelines, and
day-to-day practices.
• To establish mechanisms
for measuring progress
towards antiracism and
ethnocultural equity.
• To develop clear criteria for
French-language boards and
sections to be used by their
admissions committees.
•
•
Leadership
• To assist school board

trustees, administrators,
and staff to develop the
knowledge, skills, attitudes,
and behaviours needed to
implement antiracism and
ethnocultural equity policies
in the school system.
• To identify all expected
outcomes for those respon-
sible for implementation,
and incorporate these
outcomes into the
performance-appraisal
process, including the
ongoing evaluation of
teachers.
• To ensure that board policy
directions and priorities as
well as the day-to-day imple-
mentation of programs and
services are consistent with
the aims of antiracism and
ethnocultural equity.
• To establish antiracism and
ethnocultural equity princi-
ples and objectives and
incorporate them into
annual plans and year-end
reports.
•
•
31
32
School-Community Partnership
• To identify Aboriginal and

racial and ethnocultural
minority communities within
the school board’s jurisdic-
tion, whether or not they
are involved in school board
activities.
• To involve diverse com-
munities in partnership
activities with the school
board.
• To request community
groups to identify their
spokespersons for the
purpose of establishing
school-community
partnerships.
• To assess the effective-
ness of community
consultation and
partnership involvement.
•
•
Curriculum
• To develop or modify
curriculum to reflect in an
equitable way a culturally
and racially diverse society.
• To ensure that the cultural
and racial identities of all
students are affirmed in an
equitable and appropriate
way by learning experiences
in the school.
• To identify bias and discrim-
inatory barriers in existing
curriculum structures,
policies, programs, and
learning materials.
• To ensure that all elements
in the process of curriculum
review, development, and
implementation are
consistent with antiracism
and ethnocultural equity
objectives.
• To enhance teachers’
abilities to use biased
materials constructively to
develop students’ critical
thinking about racism.
• To reflect the diversity of
staff, students, parents,
and the community in all
areas of curriculum devel-
opment, implementation,
and evaluation, and in the
membership of curriculum
committees.
33
34
Student Languages
• To affirm and value the stu-

dents’ first language.
• To ensure that all students
achieve literacy in at least
one official language.
• To provide appropriate sup-
port programs for language
learning.
•
•
Student Evaluation, Assessment, and Placement
• To ensure that assessment

and placement teams,
instruments, and proce-
dures are bias-free and
designed to meet the
needs of the individual
student, and take into
consideration the students’
previous education and
personal experience.
• To ensure that placement
decisions are flexible so
that they do not limit
students’ educational and
career opportunities.
• To ensure that parents are
fully informed about
assessment and placement
procedures and are
involved in placement
decisions.
•
•
35
36
Guidance and Counselling
• To determine what parents,

students, and community
groups perceive to be stu-
dents’ needs for guidance
and counselling and
whether they feel those
needs are being met.
• To determine what support
counsellors perceive they
require in order to serve the
diverse student population.
• To eliminate racial and
ethnocultural stereotyping
in educational and career-
planning programs.
• To ensure support for
students in the identification
of career options and
appropriate academic
paths.
• To create partnerships
among schools, home,
community, business, and
industry, and to involve
parents, students, and the
community in program
review and development.
Guidance and Counselling (cont.)
• To ensure that, where pos-

sible, communication
strategies are in place to
keep parents informed, in a
language they understand,
of their children’s current
educational achievement
and progress and their
plans for the future.
•
•
37
38
Racial and Ethnocultural Harassment
• To develop or review policy

guidelines and a clearly
delineated process for
dealing with racial and
ethnocultural harassment
involving staff, students,
and other individuals in the
school board.
• To provide staff with the
knowledge and skills to
identify harassment and to
respond effectively to it.
• To ensure that boards
communicate the policy
guidelines to all members
of the education
community.
• To ensure that the process
of addressing harassment
is monitored.
•
•
Employment Practices
• To ensure that vacancies

are advertised widely, inter-
nally within the organization
as well as through outreach
to designated groups.
• To ensure that recruitment,
interview, selection,
training, and promotion
practices and procedures
are bias-free.
• To ensure that interview
teams for board positions
reflect the diversity within
the community.
•
•
39
40
Staff Development
• To identify staff develop-

ment needs to ensure that
those responsible for
implementing the board’s
antiracism and ethnocultural
equity policy have or develop
the knowledge, skills, and
behaviours to carry out the
mandate.
• To implement staff develop-
ment programs based on
identified needs.
• To enable trustees and
staff to deal confidently and
effectively with issues of
racism and discrimination
and with incidents of
racial and ethnocultural
harassment.
• To provide trustees and
staff with the skills to
identify and deal with bias
in learning materials.
• To involve community
groups in the development
and implementation of an
in-service program and
other staff development
programs.
Staff Development (cont.)
• To ensure that trustees and

staff are aware that they
are expected to broaden
their expertise in antiracist
and ethnocultural equity
education through courses,
workshops, and community
consultation.
•
•
41
Appendix 3: Glossary
The following are key terms in the areas of provides teachers and students with the knowl-
antiracism and ethnocultural equity. Terms in edge and skills to examine racism critically in
these areas will no doubt continue to evolve and order to understand how it originates and to iden-
be refined as work in and commitment to tify and challenge it.
antiracism and ethnocultural equity grow.
Bias An inaccurate and limited view of the
Aboriginal Peoples The original inhabitants, or world, a given situation, or individuals or groups.
indigenous peoples, of Canada and their descend- A bias against or towards members of a particular
ants. Aboriginal peoples include the Indian, Inuit, cultural, racial, religious, or linguistic group can be
and Métis peoples of Canada. expressed through speech, nonverbal behaviour,
and written and other materials.
Aboriginal and Racial Minority Women’s Issues
Issues that arise from the combined biases of Community Partnerships Relationships between
racist and sexist prejudice against Aboriginal and institutions and diverse groups within the commu-
racial minority women. Aboriginal and racial nity in which there is recognition of the experi-
minority women do not experience sexism and ences of people from these groups and evidence of
racism separately; rather, they suffer the effects of their involvement in the decision making of the
these prejudices simultaneously, as each has an institutions.
impact on the other and compounds its effects.
Culture The totality of ideas, beliefs, values,
Affirmative Action Programs or specific mea- knowledge, language, and way of life of a group of
sures designed to make educational and employ- people who share a certain historical background.
ment opportunities more accessible to individuals Manifestations of culture include art, laws, institu-
or groups who have previously been excluded tions, and customs. Culture changes continually
from full participation in the life of the community and, as a result, often contains elements of conflict
and/or society in general. In Canada, this term has and opposition.
become synonymous with initiatives that promote
gender equity in the workplace. Discrimination The practice or act of making dis-
tinctions between people based on such character-
Antiracist Education An approach to education istics as race, ethnicity, nationality, language, faith,
that integrates the perspectives of Aboriginal and gender, disability, or sexual orientation, which
racial minority groups into an educational system leads to the inequitable treatment of individuals
and its practices. The aim of antiracist education or groups. Discrimination may also have the effect
is the elimination of racism in all its forms. of withholding or limiting access to opportunities,
Antiracist education seeks to identify and change benefits, and advantages that are available to
educational policies, procedures, and practices other members of society. The impact of discrimi-
that foster racism, as well as the racist attitudes nation becomes compounded when two or more
and behaviour that underlie and reinforce such factors such as race, gender, disability, etc., are
policies and practices. Antiracist education present in the same situation. In determining
42
whether discrimination exists in a given situation, Ethnocultural Group A group of people who
it is important to assess whether the individual’s or share a particular cultural heritage or background.
group’s circumstances arise out of historical disad- Every Canadian belongs to some ethnic group.
vantages or are the result of an act that denies or There are a variety of ethnocultural groups among
curtails their rights. people of African, Asian, European, and indige-
nous North, Central, and South American
There are two types of discrimination – direct
backgrounds in Canada. Some Canadians may
and systemic.
experience discrimination because of ethnocultural
– Direct discrimination: an overt action, taken on affiliation (ethnicity, religion, nationality,
the basis of an individual’s or group’s response to language).
such characteristics as race, ethnicity, nationality,
language, faith, gender, disability, or sexual Eurocentric Curriculum A curriculum that
orientation, that is intended to bring about the focuses primarily on the experiences and achieve-
inequitable treatment of individuals or groups ments of people of European background. Such a
that possess one or several of these characteristics. curriculum inevitably marginalizes the experiences
and achievements of people of other backgrounds.
– Systemic discrimination: discrimination through
apparently neutral policies or practices, which
Minority Group A group of people within a
are reinforced by institutional structures and
given society that has little or no access to social,
power and which result in the inequitable treat-
economic, political, cultural, or religious power.
ment of members of certain groups.
The term may connote inferior social position, or
may refer to a group that is small in number.
Employment Equity A program designed to
remove systemic barriers to equality of outcome in
Multicultural Education An approach to educa-
employment by identifying and eliminating dis-
tion, including administrative policies and proce-
criminatory policies and practices, remedying the
dures, curriculum, and learning activities, that
effects of past discrimination, and ensuring appro-
recognizes the experiences and contributions of
priate representation of designated groups.
diverse cultural groups. One of the aims of multi-
Employment equity programs usually involve set-
cultural education is to promote understanding of
ting goals and timelines in order to ensure that
and respect for cultural and racial diversity.
defined objectives are met by a specified date.
Prejudice A set of opinions about or attitudes
Equity Equality of access and outcome. An
towards a certain group, or individuals within it,
equity program is one that is designed to remove
that casts that group and its members in an infe-
barriers to equality by identifying and eliminating
rior light and for which there is no legitimate basis
discriminatory policies and practices. Such a pro-
in fact. The term is derived from the word “pre-
gram is intended both to remedy the effects of
judge”. Prejudicial attitudes are very resistant to
past discrimination and to prevent inequities.
change because concrete evidence that contradicts
the prejudiced view tends to be dismissed as “the
Ethnic An adjective used to describe groups that
exception to the rule”.
share a common language, race, religion, or
national origin. Everyone belongs to an ethnic
group. The term is often confused with “racial
minority”.
43
Race A group of people of common ancestry, dis-
tinguished from others by physical characteristics
such as colour of skin, shape of eyes, hair texture,
or facial features. Nowadays the term is used to
designate the social categories into which societies
divide people according to such characteristics.
Race is also often confused with ethnicity. There
are ethnic groups within racial groups.
Racism A set of erroneous assumptions, opin-

ions, and actions stemming from the belief that
one race is inherently superior to another. Racism
may be evident in organizational and institutional
structures and programs as well as in the attitudes
and behaviour of individuals.
Social Justice A concept based on the belief that

each individual and group within a given society
has a right to equal opportunity, civil liberties, and
full participation in the social, educational, eco-
nomic, institutional, and moral freedoms and
responsibilities of that society.
Stereotype A false or generalized conception of a

group of people that results in the unconscious or
conscious categorization of each member of that
group, without regard for individual differences.
Stereotyping may be based upon misconceptions
and false generalizations about racial, age, ethnic,
linguistic, religious, geographical, or national
groups; social, marital or family status; physical,
developmental, or mental attributes; or gender.
44
Appendix 4: Policy / Program Memorandum No. 119
__________________________________________________________
Date of Issue: July 13, 1993
Effective: Until revoked or modified
Subject: DEVELOPMENT AND IMPLEMENTATION OF SCHOOL BOARD

POLICIES ON ANTIRACISM AND ETHNOCULTURAL EQUITY
Application: Chairpersons of School Boards and

Minority-Language Sections
Directors of Education
Introduction
The Government of Ontario is committed to the goal of assuring high-quality education and
equitable educational outcomes for all students in English- and French-language schools. The
government also considers it essential that students be prepared to function effectively in an
increasingly diverse world.
There is growing recognition that educational structures, policies, and programs have been mainly
European in perspective and have failed to take into account the viewpoints, experiences, and
needs of Aboriginal peoples and many racial and ethnocultural minorities. As a result, systemic
inequities exist in the school system that limit the opportunities for Aboriginal and other students
and staff members of racial and ethnocultural minorities to fulfil their potential. Educators
therefore need to identify and change institutional policies and procedures and individual
behaviour and practices that are racist in their impact, if not in intent. In this regard, antiracist and
ethnocultural equity education goes beyond multicultural education, which focuses on teaching
about the cultures and traditions of diverse groups.
_________________________
1. In this document, the term “school board” includes French- and English-language sections.
2. The terms “Aboriginal” and “Aboriginal peoples” refer to the original inhabitants, or
indigenous peoples, of Canada and their descendants. Aboriginal peoples include the indians,
Inuit, and Métis peoples of Canada.
Background
In 1987, a provincial advisory committee produced a report entitled "The Development of a

Policy on Race and Ethnocultural Equity" that was intended to be a draft model policy document
on race relations for school boards. This report was validated province-wide.
In the winter and spring of 1993, the ministry conducted a series of round-table discussions with
school boards, which provided information on their activities, perspectives, and needs in the areas
of antiracism and ethnocultural equity. Information received at these meetings has been used in
developing the present policy directions and requirements.
Legislative Requirements
In accordance with an amendment made in 1992 to the Education Act, every school board shall
develop a policy on antiracism and ethnocultural equity, as well as a plan for implementing its
policy. Boards shall then submit their policies and plans to the Minister for approval, and
implement changes as directed by the Minister. Boards' implementation of their policies will entail
reviewing their operations and making fundamental changes in many aspects of their operations.
Some of the changes required will take place immediately; others will take place over time. The
document entitled Antiracism and Ethnocultural Equity in School Boards: Guidelines for Policy
Development and Implementation has been produced to assist school boards in the development
of their policies and implementation plans.
Several of the requirements for school board policies on antiracism and ethnocultural equity fall
under the exclusive jurisdiction of the sections of boards. French-language school boards and
French-language sections will develop policies and implementation plans that respect Section 23
of the Canadian Charter of Rights and Freedoms and Parts XII and XIII of the Education Act,
R.S.O. 1990, Chapter E.2. Sections may submit their policies and implementation plans as part of
the overall board submission.
Timelines for Development, Approval, and Implementation of Policies
The ministry recognizes that school boards are at different stages in the development of policies
on antiracism and ethnocultural equity and in the implementation of related
_________________________
3. Education Act, R.S.O. 1990, Chaptr E.2, section 8, subsection 1, paragraph 29.1 (July 1992
edition).
activities. Boards that already have related policies in place shall review and revise these policies
to ensure that they meet the requirements outlined in this memorandum. These boards may begin
submitting their revised policies and implementation plans to the ministry for approval in October
1993. School boards that are currently developing policies and implementation plans shall submit
them to the ministry for approval as soon as they are completed.
Boards shall submit their policies and their implementation plans to the ministry no later than
March 31, 1995.
Boards shall begin implementing their policies on antiracism and ethnocultural equity upon
receiving approval from the ministry. Implementation of these policies must begin by September
1, 1995.
Requirements for Policies and Implementation Plans
School board policies and implementation plans shall be comprehensive and shall be designed to
integrate the principles of antiracism and ethnocultural equity into all aspects of education
programs and board operations. The policies and plans shall reflect a commitment by board
administration and staff to identifying and addressing systemic inequities and barriers affecting
Aboriginal peoples and racial and ethnocultural minorities in the planning and delivery of
education programs and services.
Policies and implementation plans shall address the following ten major areas of focus:
- board policies, guidelines, and practices - leadership

- school-community partnership
- curriculum
- student languages
- student evaluation, assessment, and placement
- guidance and counselling
- racial and ethnocultural harassment
- employment practices
- staff development
_________________________
4. For details see section on “Employment Equity” on page 5.
The implementation plans shall:
- be five-year plans;
- contain clearly stated annual objectives and outcomes for implementation at both the system and
the school levels;
- contain a plan of action to identify and eliminate racial and ethnocultural biases and barriers in
board policies and practices and in the planning and delivery of educational programs;
- involve partnership activities with local communities, including Aboriginal groups, diverse racial
and ethnocultural groups, and other education partners;
- contain mechanisms for evaluating progress, including an accountability mechanism for all of the
school board staff.
The policy development and implementation processes shall be conducted in the language of the
board. Boards and sections are encouraged to find alternative communication strategies when
members of the community involved in the development of the policies and the implementation
plan do not speak the language of the board.
At all stages of implementation, a high priority shall be assigned to broadening the curriculum to
include diverse perspectives and to eliminating stereotyping. In the implementation of the
policies, it is essential that staff members are made aware of the issues and are given opportunities
to develop skills in dealing with racism.
Approval of Policies and Implementation Plans
Board policies and implementation plans are to be submitted for approval to the appropriate
regional office of the Ministry of Education and Training within the specified timelines. The
ministry will review the policies and implementation plans and determine whether or not they
satisfy the requirements for approval. The ministry will use the document Antiracism and
Ethnocultural Equity in School Boards when evaluating boards' policies and implementation
plans.
Monitoring of Implementation
There shall be community and student involvement in monitoring policy implementation. School
boards shall submit annual progress reports to the appropriate regional office of the Ministry of
Education and Training. In addition, the ministry will conduct cyclical audits of the policy
implementation.
The ministry will make use of the document Antiracism and Ethnocultural Equity in School
Boards in monitoring implementation of boards' antiracism and ethnocultural equity policies.
Employment Equity
Equitable employment practices form an integral part of boards' antiracism and ethnocultural
equity policies and practices. The work force in the school board should reflect and be capable of
understanding and responding to the experiences of Ontario's culturally and racially diverse
population.
The proposed Employment Equity Act (Bill 79) will provide all employers, including school
boards, with direction for the development, implementation, and monitoring of employment equity
plans. Consequently, school boards are advised not to undertake work-force surveys, define
designated groups or subgroups, or determine numerical goals for designated groups before the
proposed Employment Equity Act becomes law.
In the meantime, boards should begin to identify systemic barriers in employment, as well as
establish equity principles, in order to lay the foundations for the development of employment
equity plans in the future. Further information will be available after the proposed Employment
Equity Act becomes law.
Ministry Assistance
The resource document Changing Perspectives will be released along with Antiracism and
Ethnocultural Equity in School Boards. Vers une nouvelle optique, the French-language
adaptation of Changing Perspectives, will be released in the fall of 1993. The ministry will be
publishing additional resource materials in the future to assist boards in implementing their
policies. The ministry's regional office staff are available to assist school boards with the
development of policies and implementation plans and with the implementation of the policies.
Please share the information contained in this memorandum with all school board personnel.
_________________________
5. An Act to Provide for Employment Equity for Aboriginal People, People with Disabilities,
Members of Racial Minorities and Women.
Ministry of Education and Training Regional Offices
Central Ontario Region Northeastern Ontario Region

2025 Sheppard Avenue East 447 McKeown Avenue
Suite 3201 P.O. Box 3020
North York, Ontario North Bay, Ontario
M2J 1W4 P1B 8K7
Telephone: (416) 491-0330 Telephone: (705) 474-7210
Eastern Ontario Region Northwestern Ontario Region

1580 Merivale Road 435 James Street South
4th Floor P.O. Box 5000
Nepean, Ontario Thunder Bay, Ontario
K2G 4B5 P7C 5G6
Telephone: (613) 225-9210 Telephone: (807) 475-1571
Midnorthern Ontario Region Western Ontario Region

199 Larch Street 759 Hyde Park Road
7th Floor London, Ontario
Sudbury, Ontario N6H 3S6
P3E 5P9 Telephone: (519) 472-1440
Telephone: (705) 675-4401
Acknowledgements
The Ministry of Education and Training wishes to

Project Team
acknowledge the contribution of the ministry
employees and many other individuals who partic- Virginia Adams
ipated in developing and producing this document. Human Resources Branch
Ministry of Education and Training
This document is based on the report of the
Edmond DeMeulemeester
Provincial Advisory Committee on Race French-Language Education Branch
Relations entitled “The Development of a Policy Ministry of Education and Training
on Race and Ethnocultural Equity” (1987), which
Bruce Drewett
was circulated for validation to education partners Community Education and Outreach Branch
province-wide. Members of the Provincial Ministry of Education and Training
Advisory Committee on Race Relations are listed
June Girvan
below, as well as organizations and associations Eastern Ontario Regional Office
that submitted a written response to the Minister’s Ministry of Education and Training
invitation to comment on the course of action rec-
Barbara Quinn
ommended in the report. Other persons partici- Policy Analysis and Research Branch
pated in the process through conference delibera- Ministry of Education and Training
tions, and some also responded in writing.
Dave Sangha
Individuals who participated in an antiracism Community Education and Outreach Branch
forum in April 1993 provided information that has
been used in developing the present document,
and are also listed below.
Consultant for the Project
The ongoing support and assistance of
Teresa Gonzalez
Laila Daya and Janet Solberg of the Minister’s Federation of Women Teachers’ Associations
office have been of inestimable value in this project. of Ontario
The affiliations given for individuals are
those that applied at the time of participation.
Provincial Advisory Committee on
Race Relations
Team Leaders Olivia Chow
Ontario School Trustees’ Council
Mavis Burke
Ministry of Education Fran Endicott
Ontario School Trustees’ Council
Roy Hardie
Community Education and Outreach Branch Jose Fernandes
Ministry of Education and Training Ontario Public School Teachers’ Federation
Helene Ijaz Karl Fuller

Community Education and Outreach Branch Jamaican Canadian Association
51
Teresa Gonzalez Sybil Wilson
Ministry of Education Faculty of Education, Brock University
Harry Haughton Margaret Wolchak
Darcel Senior Public School Ministry of Education
Jim Head
Ontario Secondary School Teachers’ Federation
Respondents to the Report of the
Susan Hildreth
Federation of Women Teachers’ Associations Provincial Advisory Committee on
of Ontario Race Relations
Ahmed Ijaz Alliance on Race Relations
Board of Education for the City of Scarborough Ancaster School
Earl Knickerbocker Arab-Canadian Associations in Ottawa-Carleton
Black Secretariat, The
John Lavin
Ontario Catholic Supervisory Officers’ Association Canadian Jewish Congress
David Lawson Carleton Board of Education

Board of Education for the City of Windsor Carleton Roman Catholic Principals’ Association
Roger Leblanc Carleton Roman Catholic Separate School Board
Ontario Secondary School Teachers’ Federation
Catholic Community Services of York Region
Enid Lee
Board of Education for the City of North York Catholic Women’s League of Canada
Diane Lozier Centre d’activités pédagogiques de la section

Association des enseignantes et des enseignants catholique du conseil scolaire de langue française
franco-ontariens d’Ottawa-Carleton
Sheila McAuliffe Centre de recherches et de promotion des Caraïbes ltée

Ontario English Catholic Teachers’ Association Committee on Community, Race, and Ethnic
Robert Millette Relations, City of North York
Ministry of Education Dryden Board of Education
Alok Mukherjee Dufferin-Peel Roman Catholic Separate School Board
Board of Education for the City of Toronto
Durham Black Parents Group
Stella Ng
Chinese Canadian National Council Durham Board of Education
Mary Pierce Earl Rowe Public School
Ontario Federation of Home and School Associations East York Home and School Council
Joseph Rapai École Saint-Antoine
Écoles catholiques des comtés de Stormont,
Bill Roach Dundas et Glengarry
Ontario Association of Education
Administrative Officials Etobicoke, Board of Education for the City of
Ruth Rozenberg Federation of Chinese Canadians in Scarborough

Ontario Human Rights Commission, Federation of Women Teachers’ Associations
Race Relations Division of Ontario
Suwanda Sugunasiri Filipino community, Kingston
Ontario Advisory Council on Multiculturalism
and Citizenship First Avenue Public School Home and
School Association
Carol Tator
Consultant Frontenac County Board of Education
52
Frontenac-Lennox and Addington County Roman Ontario Advisory Council on Multiculturalism
Catholic Separate School Board and Citizenship
Geraldton District Roman Catholic Separate School Ontario Alliance on Race Relations
Board
Ontario Black Coalition for Employment Equity
German-Canadian Congress
Ontario Federation of Home and School Associations
Great Lakes Chapter of the International Association
Ontario Métis and Aboriginal Association
for Study of Co-operation in Education
Ontario Moral/Values Education Association
Halton Board of Education
Ontario Public School Teachers’ Federation
Hamilton, Board of Education for the City of
Ontario Public School Trustees’ Association
Harambee Centres
Ontario Race Relations Directorate –
Henry Larsen Elementary School
Community Forum
Interagency Council for Children
Ontario Separate School Trustees’ Association
Interboard ESL/ESD Resource Personnel Committee
Ontario Teachers’ Federation
Jewish Community Council of Ottawa
Ottawa Board of Education
Kenora Board of Education
Ottawa Muslim Association
Kent County Board of Education
Ottawa Muslim Women’s Auxiliary
Kingston and District Immigrant Services
Ottawa Roman Catholic Separate School Board
Kingston Committee for Racial Harmony
Oxford County Board of Education
Lakehead Board of Education
Peel Board of Education
League for Human Rights of B’nai Brith Canada
Peel Guidance Heads’ Association
Leeds and Grenville County Board of Education
Perth County Board of Education
Lennox and Addington County Board of Education
Peterborough County Board of Education
Lincoln County Roman Catholic Separate
Race Relations Committee of Sudbury
School Board
Renfrew County Board of Education
London, Board of Education for the City of
Sault Ste. Marie District Roman Catholic Separate
London Council of Home and School Associations
School Board
London Region Conference
Sault Ste. Marie Women Teachers’ Association
London Urban Alliance on Race Relations
Scarborough, Board of Education for the City of
Metropolitan Separate School Board
Sloane Public School
Mount Carmel School
Sudbury Multicultural/Folk Arts Association
Multicultural Council of Windsor and Essex County
Three Valleys Elementary School
National Capital Alliance on Race Relations
Thunder Bay Multicultural Association
National Council of Jamaicans and Supportive
Thunderbird Friendship Centre
Organizations in Canada
Toronto Mayor’s Committee on Community
Nickel Belt Indian Club
and Race Relations
North York, Board of Education for the City of
Town of Vaughan Committee on Race and
North York Inter-Agency and Community Council Ethnocultural Relations
Northeast Native Peoples Conference on Victoria Park Secondary School
Race Relations
Waterloo Region Roman Catholic Separate
Northview Heights Secondary School School Board
53
Wellington County Board of Education Ahmed Ijaz
Antiracist Multicultural Educators’ Network of
Windsor, Board of Education for the City of
Ontario (AMENO)
Windsor Roman Catholic Separate School Board
Ranjit Khatkur
Windsor Urban Alliance on Race Relations South Asian Teachers’ Organization
York Association of Counsellors Zarina Lalji
Muslim Network for Education and Research (MNER)
York Region Board of Education
André Lalonde
York Region Roman Catholic Separate School Board
Association des surintendantes et des surintendants
York University, Faculty of Education franco-ontariens
Youth Trust-Community Action on Youth Marjorie Loughrey
Employment Ontario Public School Boards’ Association
Keith A. McLeod
Faculty of Education, University of Toronto
Participants in the Antiracism Forum,
Francine Morissette
April 30, 1993 Association des surintendantes et des surintendants
Pascaline Binkingombe franco-ontariens
Association interculturelle franco-ontarienne Mohammed Moustaqim
Mohammed Boudjemane Association interculturelle franco-ontarienne
Affaires francophones Krishna Naïr
Ricot Chatelain Association interculturelle franco-ontarienne
Association haïtienne de Toronto Bala Nambiar
Anne Clement Organization of South Asian Canadians
Ontario Catholic Supervisory Officers’ Association David Oleniuk
Audi Dharmalingam Ontario Secondary School Teachers’ Federation
Urban Alliance on Race Relations Carol Parker
Bernie Farber Ontario Public School Boards’ Association
Canadian Jewish Congress Chuck Powers
Kent Flint Ontario Public Supervisory Officials’ Association
Ontario Secondary School Students’ Association Val Slobodian
Vinitah Gengatharan Ontario Teachers’ Federation
Ontario Secondary School Students’ Association and Patrick Solomon
Ontario Multicultural Association, Youth Branch Faculty of Education, York University
Teresa Gonzalez Carolyn Stevens
Federation of Women Teachers’ Associations Ontario English Catholic Teachers’ Association
of Ontario
Rochelle Wilner
Ibrahim Hayani League for Human Rights
Muslim Network for Education and Research (MNER)
Sylvie Wilson
MacArthur Hunter Association des enseignantes et des enseignants
Black Educators’ Working Group franco-ontariens
54

Antiracism and Ethnocultural Equity in School Boards: Guidelines For Policy Development and Implementation 1993

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Antiracism and

1. Introduction ........................................................ 5 4.7 Guidance and Counselling ...................... 20

4. Considerations Related to the Monitoring

Cette publication est également offerte en français

A Sample Procedure for Developing a Policy and Implementation Plan on Antiracism

10 Develop a communications plan and a

8 Allocate responsibility for implementation.

7 Establish timelines to ensure that the objectives and outcomes are

5 Review core objectives and develop a plan of action.

1 Initiate a process for policy development by the board.

Core Objectives Plan of Action Expected Outcomes Resources Timelines Responsibility

• To identify Aboriginal • Extend networks by • Creation of a local

Core Objectives Plan of Action Expected Outcomes Resources Timelines Responsibility

• To involve diverse • Consult groups about • Establishment of

Core Objectives Plan of Action Expected Outcomes Resources Timelines Responsibility

• To assess the • Based on the informa- • Ongoing feedback and

Successful implementation of school board In monitoring the impact of antiracism and

4.7 Guidance and Counselling 4.10 Staff Development

4.9 Employment Practices

1. Principles of antiracism and ethnocultural equity are

1. Regular needs assessments are undertaken to identify

2. Performance appraisals include criteria to assess

3. The selection process for persons in positions of

Focus: School-Community Partnership Yes No Somewhat Don’t Know

1. A community profile has been developed. ________ _________ ________ ________

1. Students are taught to recognize minority values as

Focus: Student Languages Yes No Somewhat Don’t Know

1. Curriculum programs and activities respect and affirm

1. When possible, data on students’ previous educational

1. Guidance policies, procedures, and programs are free

1. A board policy, including a complaints procedure on

Focus: Employment Practices Yes No Somewhat Don’t Know

1. Recruitment, interview, selection, and promotion prac-

1. The board’s staff development programs in all areas

Appendix 2: Worksheets for Developing a Policy on Antiracism

Mission Statement: __________________________________________________________________________________________________________

Core Objectives Plan of Action Expected Outcomes Resources Timelines Responsibility

• To articulate clearly the

Mission Statement: __________________________________________________________________________________________________________

Core Objectives Plan of Action Expected Outcomes Resources Timelines Responsibility

• To assist school board

Mission Statement: __________________________________________________________________________________________________________

Core Objectives Plan of Action Expected Outcomes Resources Timelines Responsibility

• To identify Aboriginal and

Mission Statement: __________________________________________________________________________________________________________

Core Objectives Plan of Action Expected Outcomes Resources Timelines Responsibility

Mission Statement: __________________________________________________________________________________________________________

Core Objectives Plan of Action Expected Outcomes Resources Timelines Responsibility

• To affirm and value the stu-

Mission Statement: __________________________________________________________________________________________________________

Core Objectives Plan of Action Expected Outcomes Resources Timelines Responsibility

• To ensure that assessment

Guidance and Counselling

Mission Statement: __________________________________________________________________________________________________________

Core Objectives Plan of Action Expected Outcomes Resources Timelines Responsibility

• To determine what parents,

Core Objectives Plan of Action Expected Outcomes Resources Timelines Responsibility

• To ensure that, where pos-

1. A community profile has been developed. ____ _ ____