HWCDSB ANTI-RACISM EDUCATION COMMITTEE

“We cannot tolerate or turn a blind eye to racism and exclusion in any form and yet claim to defend the sacredness of every human life.” Pope Francis.

OCTOBER 2021

Recommendations to Promote and Strengthen Anti-Racism Education in the

Hamilton-Wentworth Catholic District School Board

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TABLE OF CONTENTS

1.0 HWCDSB MISSION AND VISION STATEMENT ………………………………………………………. 3

2.0 LAND ACKNOWLEDGEMENT ……………………………………………………………………………… 4

3.0 ACKNOWLEDGEMENT OF PARTICIPANTS …………………………………………………………… 5

4.0 INTRODUCTION AND CONTEXT …………………………………………………………………………… 6

5.0 GUIDING THE WORK …………………………………………………………………………………………… 8

6.0 PAST AND CURRENT ANTI-RACISM INITIATIVES …………………………………………………… 9

7.0 PROCESS ……………………………………………………………………………………………………………… 13

8.0 RECOMMENDATIONS …………………………………………………………………………………………. 14

9.0 REFERENCES ………………………………………………………………………………………………………… 18

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1.0 MISSION/VISION STATEMENT

MISSION The mission of Catholic Education in Hamilton-Wentworth, in union with our Bishop, is to enable all learners to realize the fullness of humanity of which our Lord Jesus Christ is the model. The Catholic Community of Hamilton-Wentworth believes the learner will realize this fullness of humanity if the learning process:

• begins at home and is part of family life • is nurtured within the Parish • is anchored in the Catholic Faith • takes place within the context of worship, sacraments, and the life of the Church • is enhanced by the school community • is embraced by the learner as a personal responsibility for life

If learning takes place in an appropriate and challenging environment

• in which members of the school community exemplify the teachings of Jesus Christ • which reflects Gospel values and responsible use of human, financial and natural resources • which promotes academic excellence and clear indicators of achievement.

VISION Learners from Hamilton-Wentworth Catholic Schools will demonstrate

• knowledge and practice of their Catholic Faith • the capability of nurturing a strong family unit • esteem, respect and responsibility for self and others • academic competence • the ability to listen accurately and express knowledge clearly • independence, critical thinking and effective problem solving • proficiency with technology in order to adapt to a changing world • the values, attitudes and skills for effective partnerships • the ability to transform our society

To enable learners to achieve this vision, the faith community of the Hamilton-Wentworth Catholic District School Board will reflect

• the centrality of Jesus Christ in our lives • the teachings of the Catholic Church • exemplary role models • social justice, respect and fairness for all • a dedicated staff • a curriculum that is dynamic, practical and relevant • high standards • an environment conducive to learning • effective partnerships • accountability at all levels

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2.0 LAND ACKNOWLEDGEMENT

As part of addressing anti-racism, the Anti-Racism Education Committee (AREC) recited the land acknowledgement at each meeting. Land acknowledgements are a way of creating space for Indigenous peoples and this was foundational to the role of the AREC. The Hamilton-Wentworth Catholic District School Board (HWCDSB) recognizes that more must be done to learn about the rich history of this land and Indigenous people, helping guide the journey forward, in anti-racism work within the HWCDSB.

The HWCDSB is situated upon the traditional territories of the Erie, Neutral, Huron-Wendat, Haudenosaunee and Mississaugas. This land is covered by the Dish With One Spoon Wampum Belt Covenant, which was an agreement between the Haudenosaunee and Anishinaabek to share and care for the resources around the Great Lakes. We further acknowledge that this land is covered by the Between the Lakes Purchase, 1792, between the Crown and the Mississaugas of the Credit First Nation.

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3.0 ACKNOWLEDGEMENT OF PARTICIPANTS With gratitude for their deep commitment, time, collaboration, vision, and for working with optimism and hope in developing the recommendations found in this report, the following members of the Anti-Racism Education Committee are recognized and acknowledged.

HWCDSB Anti-Racism Education Committee

Committee Members Committee Co-Chair Sheldon Francis Committee Co-Chair AnneMarie Galliani Student Representative Malachi Ahmad Student Representative Midhaa Ahmed Student Representative Seretta Goulbourne Student Representative Hannah Kraft Parent/Guardian Representative Hanif Kanji Parent/Guardian Representative Cheril Smith Parent/Guardian Representative Melissa Sockanowich Chaplaincy Leader Sue O’Keefe-DiFederico Custodian Francois Nzarora Educational Assistant Amy Martyres Indigenous Education Lead Melissa Button Principal (Retired) Yvette Beach Principal - Elementary Devia Catania Principal - Secondary Carla D’Elia Teacher - Secondary Michael Ou Teacher – Secondary Paul Taylor Teacher - Elementary Leithia Webber Superintendent of Education (Retired) Nancy DiGregorio Board Staff Employee Family Assistance Program Counsellor Kelly Lazure-Valconi Superintendent of Education Toni Kovach Superintendent of Human Resources Angelo Romano System Equity Officer Alicia Ralph A special and sincere thank you to Gianna Floris, for her work in supporting the Anti-Racism Education Committee and also for her role as the recording secretary.

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4.0 INTRODUCTION AND CONTEXT

Anti-Racism Education Committee (AREC) 2020/2021

In union with our Bishop, the Mission of the Hamilton-Wentworth Catholic District School Board (HWCDSB) is to enable all learners to realize the fullness of humanity of which Our Lord Jesus Christ is the model.

Historically and more recently, various social justice issues occurring in society have inspired a global awakening regarding the systemic racism and discrimination experienced by the Black, Indigenous, and racialized communities. Furthermore, occurrences of anti-Black racism, anti-Indigenous racism, anti-Asian racism, and racism experienced by other racialized groups have stimulated a need for an authentic call to action which has been long overdue.

In a special meeting of the Committee of the Whole on June 23, 2020, a report was presented for immediate action in addressing systemic racism and discrimination within the HWCDSB. The HWCDSB Board of Trustees unanimously affirmed that “social or cultural discrimination is incompatible with Catholic moral principles”. The Board made the following recommendations:

i) That a committee of Black, Indigenous, and other racialized Staff, Students and Parents develop a report to present to the Board of Trustees with regard to strategies to promote and strengthen Anti-Racism Education.

ii) That staff prepare a report outlining strategies to make hiring more racially representative which acknowledges the importance of students seeing themselves reflected in different vocations and positions of leadership.

iii) That priority be given to system wide professional development for Anti-Racism Education and Training.

iv) That the 2020/2021 budget include the necessary funds to support within the human resources department the hiring/appointment of a System Equity Officer.

The HWCDSB Committee of the Whole’s recommendations and the subsequent fulfilment of its mandate by the AREC as found in this document arise from the HWCDSB’s commitment to the Catholic faith teachings on the dignity of the human person, the centrality of Jesus Christ, and on the community of the human family with respect to racism, inclusion, diversity, and belonging. The human person has inherent dignity that is universal, inviolable, and inalienable; and there is one human family, where we are all called by God into friendship and community.

“The Holy See’s teaching on Catholic schools explain that ‘the Christian concept of the person, in communion with the Magisterium of the Church. [The person] is a concept which includes a defense of human rights, but also attributes to the human person the dignity of a child of God; it attributes the fullest liberty, freed from sin itself by Christ, the most exalted destiny, which is the definitive and total possession of God himself, through love. It establishes the strictest possible relationship of solidarity among all persons; through mutual love and an ecclesial community.’” (Archbishop J. Michael Miller, C.S.B. [“The Holy Sees Teaching on Catholic Schools.” The Catholic University of America (Sept. 14, 2005)]

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• Inherent Dignity of the Human Person: universal, inviolable and inalienable

o “Then God said, ‘Let us make mankind in our image, in our likeness’” (Genesis 1:26)

o Christ died for all, so all can have fullness of life and therefore every human life is considered sacred.

o “If we are to share our lives with others and generously give of ourselves, we also have to realize that every person is worthy of our giving. God created that person in his image, and he or she reflects something of God’s glory. Every human being is the object of God’s infinite tenderness, and he himself is present in their lives.” Pope Francis: Evangelii Gaudium - The Joy of the Gospel (paragraph 274), 2013

o “The Catholic social teaching principle of human dignity is about understanding that each of us is made in God's image. Every person has an innate human dignity no one can take away. Human dignity is given freely to all human beings … Our common humanity requires that we respect and uphold the dignity of each and every human being. All our other rights and responsibilities flow from this dignity.” (Caritas, AOTEAROA, New Zealand)

• Community and One Human Family. "Fratelli Tutti, on Fraternity and Social Friendship" encyclical, Pope Francis

o “Teacher, which is the greatest commandment in the Law?” Jesus replied: “‘Love the Lord your God with all your heart and with all your soul and with all your mind.’ This is the first and greatest commandment. And the second is like it: ‘Love your neighbor as yourself.’ All the Law and the Prophets hang on these two commandments.” (Matthew 22:36-40)

o Saint Thomas Aquinas wrote that we are called by God for union with God, for friendship with God, and that friendship with God requires loving our neighbor.

o “… God attracts us looking at the complex web of relationships that take place in the human community. God enters into this dynamic, this participation in the web of human relationships.” (Fratelli Tutti, on Fraternity and Social Friendship. Pope Francis)

o human beings are called to friendship, acquaintance and comradeship with other persons in daily social life, resulting in the joy that arises from human associations. Jesus reveals openness in all his relationships, in which he gave as well as received joy, warmth and affection. USCCB – July 1983

o Catholic social teaching emphasizes that the human person is sacred — but also social. We were meant to live, grow and flourish in community. Even the author of Genesis reminded us that God said, “It is not good for the man to be alone.” We are created for each other. USCCB – July 1983

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The Board recommendations further align and are consistent with the HWCDSB Mission and Vision. The HWCDSB philosophy of “Each Belongs” reminds us of the need to provide equitable educational opportunities for all students, an inclusive environment for all students and staff, and an engaging partnership with parents and guardians. To acknowledge and respond to systemic and structural racism which affects the Black, Indigenous, and racialized communities within the HWCDSB, the Anti-Racism Education Committee (AREC) was formed. It was determined as crucial that the Committee’s recommendations would be informed by students’, staffs’, and parents’/guardians’ own knowledge and experiences. The AREC journey first began by listening to and engaging with the representative committee members from the Black, Indigenous, and racialized HWCDSB community. In a safe and reflective environment, the AREC developed the ensuing recommendations, reflective of the current changes needed to dismantle racism and discrimination within the HWCDSB. These recommendations serve to inspire ongoing commitment by the HWCDSB to ensuring equity for all. 5.0 GUIDING THE WORK The Hamilton-Wentworth Catholic District School Board (HWCDSB) is committed to the elimination of racism as outlined in the HWCDSB Equity and Inclusive Education policy, recognizing that any form of social or cultural discrimination is incompatible with Catholic moral principles and is in violation of the Ontario Human Rights Code. Various initiatives, past and current, from the HWCDSB Board of Trustees, including the formation of the Anti-Racism Education Committee (AREC), further highlight the Board’s commitment to addressing systemic racism. Addressing anti-racism in education has been an area of focus of the Ministry of Education which has provided recommendations and directions to school boards across Ontario on how to eradicate the inequities which exist in the education system.

The Equity Action Plan (Ministry of Education), assisted the work of the AREC. The Equity Action Plan is described as a blueprint that outlines how to identify and eliminate persistent inequities in the education system. It is an expansion of the 2009 Ontario’s Equity and Inclusive Education Strategy. This action plan focuses on four areas: School and Classroom Practices; Leadership, Governance and Human Resource Practices; Data Collection, Integration and Reporting; and Organizational Culture Change.

A number of action items have been undertaken by the HWCDSB that are consistent with both recent direction from the Ministry of Education as well as past and current HWCDSB anti-racism initiatives. Ontario’s Data Standards for the Identification and Monitoring of Systemic Racism and the Ontario Anti-Racism Act, 2017 directs each board to collect race-based student data. As an extension of this data collection and specific focus on anti-racism, the HWCDSB has begun this work as per the direction from the AREC interim recommendations and supported by the HWCDSB Board of Trustees. Further, Policy and Program Memorandum 165, School Board Teacher Hiring Practices, suggests that workforce demographic data is to be collected to identify and address employment barriers in school boards. This too was an interim recommendation from the AREC and was approved and supported with appropriate funding by the HWCDSB Board of Trustees.

The specific focus on addressing anti-racism in education continues to be a priority for the HWCDSB, with the AREC providing recommendations grounded by Catholic Social Teachings and the Ontario Catholic School Graduate Expectations as the inspiration for these systemic changes.

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6.0 PAST AND CURRENT ANTI-RACISM INITIATIVES

6.1 HWCDSB D.I.V.E.R.S.I.T.Y. PROGRAM (1990-PRESENT) “Diversity is about accepting everyone for who they are without prejudice.” The HWCDSB created the D.I.V.E.R.S.I.T.Y. acronym to reflect the vision of the D.I.V.E.R.S.I.T.Y Program:

D: doer of all

I: “Ism” awareness

V: vision of Christ

E: environmental stewardship

R: responsible leadership

S: social justice

I: integrity

T: teamwork and friendship

Y: youth empowerment

In the early 1990s, the government of Ontario, Ministry of Citizenship (Anti-Racism Secretariat), with the support of the Ministry of Education and Training, funded a program aimed at offering school boards an opportunity to address the disproportionate drop out rates of minority students in the province’s secondary schools. The program was called Change Your Future.

At that time, the HWCDSB was working on the Board Anti-Racism Policy.

The HWCDSB applied for and received funding for the program for three years. The program was offered at Cathedral High School, St. Jean de Brébeuf Catholic Secondary School, and Cardinal Newman Catholic Secondary School. It offered racialized students who were identified by the school staff as at-risk for dropping out, an opportunity to participate in the program during the school day. The program focussed on individual and group counselling, supported learning skills and regular school attendance, provided anti-racism education, and fostered positive social interaction among peers.

After three years, funding for the Change Your Future Program ended. The HWCDSB continued the anti-racism work under the direction of a new Superintendent of Education, who was a strong advocate for anti-racism education and pioneered the concept of diversity camp for the secondary school students within the HWCDSB. A committee, including classroom teachers, principals, and a social worker was formed to develop the terms of reference for the HWCDSB D.I.V.E.R.S.I.T.Y. Program. This innovative camp program, rooted in the Catholic faith was very successful, supported by senior administrators, principals, staff, students, parents/guardians who all were committed to fostering anti-racism in HWCDSB schools. Students developed school specific plans for introducing anti-racism programs within their schools. These plans were followed up and supported by the social worker responsible for the program.

The HWCDSB D.I.V.E.R.S.I.T.Y. Program evolved, focussing on developing attitude and skills to encourage and empower individuals “to recognize and counteract bias, inequity, stereotypes, prejudice,

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discrimination, and injustice that are often so prevalent in our society”. In addition, the D.I.V.E.R.S.I.T.Y. Committee worked to expand equity and inclusion in all areas within the HWCDSB.

HWCDSB Board commitment to the HWCDSB D.I.V.E.R.S.I.T.Y. Program included:

• dedicated funding for regular educator training and capacity building, program activities including an annual elementary and secondary student D.I.V.E.R.S.I.T.Y. Conference and related components, associated resources, and support for professional development;

• student diversity education and training before, during, and after the D.I.V.E.R.S.I.T.Y. Conference; • participant (staff and student) feedback for ongoing improvement; and, • accountability through school action plans and HWCDSB board reports.

The annual D.I.V.E.R.S.I.T.Y. Conference focused on developing awareness and understanding of cultural, racial, diversity, equity, and social justice issues. Students were empowered to apply strategies to counteract the negative influences of bias, inequity, stereotyping, prejudice, discrimination, and injustice. Students were given the opportunity to examine, share, and learn about what they saw, heard, and felt regarding diversity issues or concerns in their own schools, that they wished to address through assemblies, school-wide activities, displays, etc. This was the beginnings of the formation of their school diversity action plan inspired by student voice.

The D.I.V.E.S.I.T.Y. program has evolved and now includes an elementary school component.

The program was actualized within the context of the Catholic faith tradition and embedded within curricula. Students were encouraged to model their actions and behaviour on the example set by our Lord Jesus Christ.

6.2 HWCDSB SUPPORT FOR STUDENTS AT RISK BECAUSE OF SOCIAL AND ECONOMIC CONDITIONS (2005-PRESENT) “The moral test of any society is based on how the most vulnerable are treated”. (Development and Peace) Research indicates that some populations, including Black, Indigenous, and racialized communities experience, at a disproportionate rate, lower socioeconomic conditions due to systemic societal barriers. In 2005, the HWCDSB created a task force to respond to the needs of socioeconomically disadvantaged students. The resulting report, “Support for Students at Risk Because of Social and Economic Conditions” put in place strategies that mitigate against the challenges, obstacles, and difficulties of those facing poor social and economic circumstances. The task force recommendations endorsed by the HWCDSB Board of Trustees, were implemented in the schools serving the greatest numbers of students from lower socioeconomic backgrounds; thereby, creating conditions for academic achievement and educational success. The HWCDSB remains committed to providing increased opportunities for socioeconomically disadvantaged students, and continues to support the strategies from the task force report as found in the formation of the Equal Opportunities Permanent Committee, as well as through the HWCDSB Board strategic priorities, and dedicated funding.

6.3 HWCDSB SUPPORT FOR INDIGENOUS EDUCATION (2004 TO PRESENT)

In support of Ontario’s Indigenous Education Strategy, the Hamilton-Wentworth Catholic District School Board (HWCDSB) is committed to:

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• improving education success and well-being of Indigenous students; • working towards equitable outcomes; • closing the achievement gap between Indigenous students and all students; and, • providing both staff and students opportunities to learn about, understand, value and celebrate

Indigenous cultures, histories, contributions and perspectives. The HWCDSB receives information on the various initiatives through the HWCDSB Indigenous Education Permanent Committee. The HWCDSB Indigenous Education Lead works collaboratively with the Indigenous Education Advisory Council (IEAC) to plan, develop and implement the HWCDSB Board Action Plan (BAP) on Indigenous Education. The BAP helps boards target resources and supports that are reflective of local demographics as well as student and community needs, that promote engagement and create learning environments that encourage Indigenous students to thrive and reach their full potential. The following are examples of HWCDSB BAP initiatives and strategies that focus on supporting Indigenous students within the HWCDSB and their well-being; Indigenous student transitions and cultural safety; Indigenous parent/guardian and community engagement; as well as building system and educator capacity. • Indigenous Education Series

This initiative aims to support the need for an increased focus on authentic Indigenous education in the classroom. Through community-led initiatives, this special series of workshops effectively and respectfully promotes Indigenous cultures and traditions, delivered by experienced and professional Indigenous staff, and/or established and valued community partners with lived experience of working with and on local and regional reserves. • Focus on Youth (FOY) summer Indigenous workshops

FOY Indigenous summer programming provides meaningful connections with Indigenous cultures and communities through creative and collaborative opportunities that engage students in cross-cultural events and activities.

• First Nation, Métis and Inuit NBE3C/NBE3U Course

A writing team was created to support the development of an Indigenous course within the HWCDSB English program that may serve as part of the compulsory credits required for an Ontario Secondary School Diploma. A plan for a gradual transition from the ENG3C/ENG3U courses to the Grade 11 English: Understanding Contemporary First Nations, Métis, and Inuit Voices - NBE3C/NBE3U courses will be available for all students within the HWCDSB. • The Native Youth Advancement With Education Hamilton (NYA:WEH)

This program, first initiated in 2004 addresses the need for cultural support that has been identified as a critical need for Indigenous children and youth to succeed within the mainstream education system. The NYA:WEH program provides a culturally-oriented learning environment that will improve the school experience and academic achievement of Indigenous students.

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The NYA:WEH program currently runs at the following schools:

• Cathedral High School – Full Time; • Holy Name of Jesus Catholic Elementary School – Half Time; and, • St. Eugene Catholic Elementary School – Half Time.

• Engagement Opportunities

Various opportunities are supported within the HWCDSB to facilitate Indigenous community engagement initiatives and related opportunities for HWCDSB staff, students, parents/guardians and families. Examples of Indigenous cultural engagement opportunities that support well-being, cultural pride, sense of belonging, and encourage student, parent/family, and staff engagement include the following:

• Parent/Family Paint Nights – sessions hosted by Indigenous artists; • Celebrations of National Indigenous Peoples Day/Month, Speaker Series; • Indigenous Mentorship Opportunity; and, • Staff cultural engagement and learning opportunities (e.g., Woodland Cultural Centre Tours,

Orange Shirt Day).

6.4 CULTURALLY RESPONSIVE AND RELEVANT PEDAGOGY (CRRP) (2020 – PRESENT) The Hamilton-Wentworth Catholic District School Board (HWCDSB) is committed to eliminating disparities in achievement and in creating a greater sense of belonging for Black, Indigenous, and racialized students within HWCDSB schools. Through the Ministry of Education Equity Action Plan and supported by the Equity Education Secretariat, school boards were invited to participate in the CRRP project, to address equity issues in teaching practices, curriculum, and assessment, ensuring that they are culturally reflective and responsive to Black, Indigenous and racialized students within their local school context. The HWCDSB CRRP system level leadership team included the System Equity Officer, the Indigenous Education Lead, one Elementary School Principal, two Secondary School Principals, and two Superintendents of Education. The three schools participating in the project were selected from project criteria of student achievement, disciplinary incidents, and student disengagement. The HWCDSB leadership team participated in training sessions through the CRRP Institute led by the Education Secretariat and Ministry of Education staff. The CRRP Institute provided further support in the development of the HWCDSB CRRP Action Plan. The HWCDSB leadership team collaborated to design individual school-based action plans focussing on the identification of student and staff need, the development of a critical inquiry question, and the identification of the school-based initiative and outcome measurements. Each school selected their own CRRP team to implement their action plan in their local context, while simultaneously effecting systemic change in addressing anti-racism within the HWCDSB.

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The HWCDSB leadership and school-based teams engagement in the CRRP project continues and has included ongoing anti-racism and anti-discrimination professional development, a book study group, and engagement in critical thinking sessions led by guest speakers and by the HWCDSB leadership team. 6.5 ANTI-RACISM PROFESSIONAL DEVELOPMENT

In the 2020-2021 school year, the Ministry of Education directed that a specific focus on anti-racism and anti-discrimination training for all school board staff be included in the mandatory system professional development activity days.

HWCDSB Board staff developed modules focussed on anti-racism and anti-discrimination in the context of the Catholic faith, and specifically on anti-Indigenous and anti-Black racism. The modules serve to build staff knowledge, skills, and tools to support diverse communities within the HWCDSB, understand historical and current discrimination experienced by students and staff, and identify, prevent, and respond effectively to discrimination. The modules are available to all staff for ongoing access and are used as part of the orientation of new employees.

7.0 PROCESS “The journey of doing more or better should of course begin by listening to the students, staff and parents who have lived experiences with regard to discrimination, bias and racism.” (Special Meeting of the Committee of the Whole, June 23, 2020) The Hamilton-Wentworth Catholic District School Board (HWCDSB) Anti-Racism Education Committee (AREC) was established following the Special Meeting of the Committee of the Whole, June 23, 2020. The mandate from the Board required for the formation of “a committee of Black, Indigenous and other racialized staff, students and parents for the purpose of developing a report to present to the Board of Trustees with regard to strategies to promote and strengthen anti-racism education.” The AREC comprised of representatives from stakeholder groups and the Committee was supported by HWCDSB Board staff. Following the initial meeting of the AREC on September 30, 2020, the Committee determined Terms of Reference to guide their work, and established monthly meeting dates. Subsequently, the Committee formed sub-committees to research, review, develop, and bring forward to the AREC, motions of recommended actions and strategies from each respective area for acceptance and inclusion in the Board report. The following sub-committees were structured: • Data; • Parent/Guardian; • Professional Development; • Staff; and, • Student.

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The recommendations as found in this Board report demonstrate the commitment by the HWCDSB to the belief that “…Catholic Schools are places of hope, places where diversity of humankind is to be celebrated …” (Momentum, Summer 2020)

8.0 RECOMMENDATIONS 8.1 ANTI-RACISM EDUCATION COMMITTEE (WHOLE)

8.1.i. Interim Recommendations (approved at the Committee of the Whole meeting of February 2021).

i. Workforce Demographic Survey

The Anti-racism Education Committee recommends the Hamilton-Wentworth Catholic District School Board (HWCDSB) plan, prepare, and commence the voluntary workforce demographic survey and processes that includes, but is not limited to, self-identification of race, within the 2020/21 school year for purpose of providing information to the HWCDSB and HWCDSB policies, including but not limited to:

o hiring practices; o retention; o promotion; and, o other areas of staff experience.

ii. Student Demographic Survey

The Anti-racism Education Committee recommends the Hamilton-Wentworth Catholic District School Board (HWCDSB) plan, prepare, and commence the voluntary student demographic survey and process that includes, but is not limited to, self-identification of race, for purposes of providing information to the HWCDSB which may include but is not limited to:

o HWCDSB policies and procedure revision development; o areas of staff professional development; o areas of curricula; and, o student experience, etc.

iii. Lived Experience Sessions

The Anti-racism Education Committee recommends the Hamilton-Wentworth Catholic District School Board (HWCDSB) plan, prepare, and commence, within the 2020/21 school year, HWCDSB student, and staff, and parent voluntary information gathering sessions on the individual’s experience on being a person of Black, Indigenous, Person of Colour within the HWCDSB for the purpose of providing information to the HWCDSB.

8.1.ii. System Leadership Accountability: HWCDSB Anti-Racism Permanent Committee

The Hamilton-Wentworth Catholic District School Board (HWCDSB) will establish a Permanent Committee of the Board to support the implementation and reporting on the progress of the recommendations from the Anti-Racism Education Committee, as they are found in the HWCDSB Board Report: Recommendations to Promote and Strengthen Anti-Racism Education in the HWCDSB. Further, the Permanent Committee will be responsible for monitoring and

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reporting on the implementation and reporting on the progress of future approved HWCDSB initiatives relating to anti-racism within the HWCDSB.

The Permanent Committee will be comprised of two HWCDSB Trustees, a representative of the Diocese of Hamilton, and shall include student and parent/guardian representatives from Black, Indigenous, and Persons of Colour background, as well as appropriate HWCDSB staff.

8.1.iii. Engagement: Anti-Racism Advisory Committee:

The Hamilton-Wentworth Catholic District School Board (HWCDSB) will establish an anti-racism advisory committee to provide input and recommendations to the HWCDSB Anti-Racism Permanent Committee on areas pertaining to the promotion and strengthening of anti-racism education in the HWCDSB. The advisory committee will include representation from Black, Indigenous, and Persons of Colour. Member representatives to include: elementary and secondary Catholic School Council parent representative; Secondary Catholic Student Council representative, union groups representation, Mental Health Lead (or designate), Employee Family Assistance Program Counselling services, community members (e.g., partners with the HWCDSB), elementary classroom and secondary classroom teacher representatives, elementary and secondary principal representatives, superintendent and human resources representation, and other board staff as appropriate.

8.2 ANTI-RACISM EDUCATION SUBCOMMITTEES

8.2.i. Data Collection Subcommittee

Sub-Committee Members: Sheldon Francis; AnneMarie Galliani; Toni Kovach; Kelly Lazure-Valconi; Alicia Ralph; Angelo Romano; Paul Taylor

Recommendations #1-6: Commitment to purposeful and respectful data collection processes and data usage to support anti-racism practices and achieve equitable outcomes.

Recommendation #1: The Hamilton-Wentworth Catholic District School Board will administer a voluntary identity based demographic survey of students and staff every 5 years.

Recommendation #2: The Hamilton-Wentworth Catholic District School Board staff will provide opportunities for students to voluntarily self-identify, as appropriate, at various times during their educational journey, (e.g., including identity option on the student registration form; pathway program applications).

Recommendation #3: The Hamilton-Wentworth Catholic District School Board staff will provide opportunities for staff to voluntarily self-identify, as appropriate, at various points in their employment, (e.g., application for hire, at time of hire, at time of promotion).

Recommendation #4: The Hamilton-Wentworth Catholic District School Board (HWCDSB) staff, on an annual and continual basis, will collect student data. The collected data will be analyzed with an equity lens.

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The HWCDSB staff will be transparent and accountable for the information collected and this information will be shared appropriately with HWCDSB staff and HWCDSB stakeholders.

Recommendation #5: The Hamilton-Wentworth Catholic District School Board will provide professional development training in anti-racism and anti-bias, to the staff involved in the collection and analysis of data.

Recommendation #6: The Hamilton-Wentworth Catholic District School Board strategic priorities will include a commitment to data collection and analysis with an equity lens, with dedicated funds to support the work.

8.2.ii. Staff Subcommittee

Sub-Committee Members: Yvette Beach; Carla D’Elia; Sheldon Francis; AnneMarie Galliani; Toni Kovach; Kelly Lazure-Valconi; Francois Nzarora; Sue O’Keefe-Difederico; Michael Ou; Alicia Ralph; Angelo Romano; Leithia Webber

Recommendation #1: Commitment to understanding staff demographics The Hamilton-Wentworth Catholic District School Board, (HWCDSB), staff will conduct a voluntary workforce demographic survey of the HWCDSB workforce, every five years.

Recommendation #2: Commitment to increasing diversity and inclusion in all areas of the workforce The Hamilton-Wentworth Catholic District School Board (HWCDSB) staff will enhance the HWCDSB hiring, retention, promotion, and succession planning practices, for all HWCDSB employee groups, to ensure the HWCDSB staff is more representative of the diversity of the HWCDSB student population.

Recommendation #3: Commitment to creating safe and respectful Catholic workplace communities The Hamilton-Wentworth Catholic District School Board, (HWCDSB), as a Catholic education system, will promote inclusivity and belonging, where the identities of Black, Indigenous, and Persons of Colour staff are celebrated and encouraged in the work environment.

8.2.iii. Student Subcommittee

Sub-Committee Members: Malachi Ahmad; Midhaa Ahmed; Melissa Button; Nancy Di Gregorio; Sheldon Francis; AnneMarie Galliani; Seretta Goulbourne; Toni Kovach; Hannah Kraft; Amy Martyres; Sue O’Keefe Difederico; Michael Ou; Alicia Ralph

Recommendation #1: Honouring Student Inclusion and Sense of Belonging The Hamilton-Wentworth Catholic District School Board (HWCDSB) will maintain classroom and school environments where Black, Indigenous, and Students of Colour see themselves authentically reflected and included throughout the school community. The HWCDSB anti-racism Permanent Committee will ensure representation and inclusion in classroom and school resources, clubs and activities, opportunities to access available resources (e.g., mentors, scholarships) and opportunities to access programs for all pathways.

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Recommendation #2: Honouring Student Engagement in their Own Learning The HWCDSB will support student engagement in their own learning by providing students with culturally responsive learning opportunities: ability to demonstrate their learning in a variety of ways, and the opportunity to use a variety of resources. Educators will provide classroom experiences which are reflective of cultural diversity (e.g., guest speakers, tasks and assignments reflective of student interest and relevance), and providing diversity of experiential opportunities.

Recommendation #3: Honouring Diversity of Knowledge: cultures, histories, and contributions of Black, Indigenous, and Persons of Colour The HWCDSB will support an inclusive learning experience, a decolonized learning experience which moves beyond the traditional ways of learning. While important to highlight the cultures, histories, and contributions of Black, Indigenous, and Persons of Colour on designated days and times throughout the year, the HWCDSB will expand and balance these learnings about diversity throughout the school year.

Recommendation #4: Honouring Black, Indigenous, and Students of Colour in providing their input in ensuring culturally diverse HWCDSB policies The HWCDSB will support student input when reviewing and designing policies that impact the student educational experience through a variety of modes such as holding student focus groups, and through student representation in the anti-racism advisory committee.

8.2.iv. Parents/Guardians

Sub-Committee Members: Carla D’Elia; Nancy Di Gregorio; Sheldon Francis; AnneMarie Galliani; Hanif Kanji; Toni Kovach; Alicia Ralph; Cheril Smith; Melissa Sockanowich; Paul Taylor

Recommendation #1: Honouring Parent/Guardian ongoing Voice and Input; Parent/Guardian Engagement

The Hamilton-Wentworth Catholic District School Board (HWCDSB) will provide a web-based platform within the existing HWCDSB website - parent section where the parent/guardian experience can be conveyed on an ongoing basis: e.g., ideas, concerns, comments, and feedback regarding systemic race related issues. This platform is monitored by a HWCDSB staff member to collate the parent/guardian input into themes. A response to emerging themes is provided on the platform, on a monthly basis.

8.2.v. Professional Development

Sub-Committee Members: Devia Catania; Carla D’Elia; Sheldon Francis; AnneMarie Galliani; Toni Kovach; Alicia Ralph; Angelo Romano

Recommendations #1-4: Commitment to training and education for all staff on anti-racism education. Recommendation #1: The Hamilton-Wentworth Catholic District School Board, (HWCDSB) will provide annual mandatory professional development, on anti-racism, by knowledgeable experts, to all HWCDSB staff. This includes the senior administration, school administration, and all school and board staff. The professional development will be structured to reflect the responsibilities of the

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various employee groups. These opportunities will be provided also to the HWCDSB Board of Trustees.

Recommendation #2: In addition to the dedicated annual anti-racism professional development, an anti-racism lens will be applied to all Hamilton-Wentworth Catholic District School Board professional development.

Recommendation #3: The Hamilton-Wentworth Catholic District School Board strategic priorities will include a commitment to anti-racism education, with dedicated funds to support the work.

Recommendation #4: The Hamilton-Wentworth Catholic District School Board will develop an Internet based knowledge portal for a single point of access for anti-racism in education knowledge, tools, professional development modules, and up-to-date and relevant resources to support ongoing learning for staff, students, and parents.

9.0 REFERENCES Apostolic Exhortation, Evangelii Gaudium (2013), of The Holy Father, Francis, To The Bishops, Clergy, Consecrated Persons, And The Lay Faithful On The Proclamation Of The Gospel, In Today’s World (2013)

Encyclical Letter, Fratelli Tutti (2020), of The Holy Father, Francis, On Fraternity and Social Friendship

Hamilton-Wentworth Catholic District School Board Equity and Inclusive Education policy

Ontario Anti-Racism Directorate. (2018) Ontario Data Standards for the Identification and Monitoring of Systemic Racism

Ontario Anti-Racism Act, 2017, S.O. 2017, c. 15

Ontario Ministry of Education (2021). Policy Program Memorandum 165: School Board Teacher Hiring Practices

Ontario Ministry of Education (2017). Ontario’s Education Equity Action Plan

Ontario Ministry of Education (2009). Ontario’s Equity and Inclusive Education Strategy

The Holy See’s Teaching on Catholic Schools. (2005) Archbishop J. Michael Miller, C.S.B. The Catholic University of America (Sept. 14, 2005)]

The Institute for Catholic Education (2011). Ontario Catholic School Graduate Expectations

Various resources from Caritas Aotearoa, New Zealand

Various resources from United States Conference of Catholic Bishops