Strategic Priorities in Action
As Director of Education, it is my sincere pleasure to be out in our communities participating in events and visiting schools and classrooms in action. There’s something energizing about walking into a school and feeling a positive “buzz” of activity and having the opportunity to move through learning and working spaces engaging in conversations about the inclusion and engagement of students in all parts of their learning journeys.
Well-Being
We have always understood that expert instruction is essential to student learning and growth in classrooms, around schools and on playgrounds, but we have now come to understand that skilled teaching is necessary but not sufficient. A sense of belonging and engagement is also necessary to ensure that the conditions for success and well-being are in place for all students in every learning environment.
Innovation
At Joseph Gould Public School in Uxbridge, the staff and students use school walls to post and share aspects of their personal identities. The “This is My Story” wall opens the stories of experiences, celebrations, opportunities, and some struggles, capturing the humanity in all of us. This wall has been present for some time with new entries added and some taken away as time passes. The wall serves to connect the staff, students, and community in a special way.
J. Clarke Richardson Collegiate and Rosemary Brown Public School in Ajax are among the many Durham District School Board schools maximizing the Environment as the Third Teacher, using messages on hallway walls and doors to communicate values to students and repurposing traditional spaces to encourage student exploration and inquiry.
Equity
Over the course of the year, visits to schools sometimes include special events outside the instructional day that are closely connected to the community. In April, I was delighted to attend an Iftar event with the Willows Walk Public School community as part of the recognition of Ramadan. Events such as these, among many others, help to reinforce school and community relationships and networks and can provide opportunities for conversations and learning for members of staff and the school community who may not be familiar with particular observances of cultural and historic importance.
Success
Some visits to schools and workplaces extend outside of DDSB boundaries, to spaces where educators come together to learn best and innovative practices from around the province in order to bring learning back to DDSB classrooms in ways that inspire and highlight all of the pathways available to students. One such visit this year was to the SNOLAB in Sudbury. I had the privilege of being invited to join a small group of education leaders from other Ontario school boards and post-secondary institutions to explore and discuss the potential of the future of education in Science, Technology, Engineering, the Arts and Math (STEAM).
Engagement
Engagement across the DDSB is a multi-layered investment of all participants – students, families, staff, community members, trustees and other education partners, with opportunities for everyone to find spaces, events and initiatives to get involved in that are important to them.
To engage and be responsive to the diverse and unique needs and interests of all DDSB students, Social Work staff and other school and centrally based teams provide opportunities for students to join identity affirming groups, including Black Excellence Made Evident (BeMe) and AFFIRM. Watch this video to hear more about BeMe and some of the positive impacts of the program.
Parents, families and community members can get involved by joining the Parent Involvement Committee (PIC) or their local School Community Council (SCC). There are many forms of engagement and we are committed to not only being a high performing District, but one where every person feels a sense of belonging.
Leadership
In preparation for the 2023-24 school year, in late August all school and central DDSB leaders participated in Activation Day activities at Pickering High School. Principals, Vice Principals, Managers and the senior team came together to engage in conversations, networking, breakout sessions and activities focused on the work of Practice into Impact, the intersections of protected human rights grounds, and strategies to dismantle oppressive practices across the District. Community partners were present, and staff had the opportunity to connect with and learn about the supports and services provided by over 60 organizations.
It was my pleasure to participate, welcoming experienced leaders back to our important work after the summer break, connecting staff new to their roles in leadership with mentors, and engaging in learning alongside colleagues from schools and workplaces across the DDSB as we considered and discussed:
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What is the impact we want to have?
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What actions do we need to take?
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What connections are necessary to take the actions and make the impacts?
We were privileged to be joined by author Dr. Robyn Hanley-Dafoe, who spoke about Everyday Resiliency and Stressing Wisely - timely subjects as staff looked ahead with eager anticipation to the start of a new school year. Dr. Hanley-Dafoe’s key messages focused on belonging, perspective, acceptance, hope, humour and high impact tools and insights.
