Priority 3: Expanding Capacity 2026-2028

Effective and responsive leadership embraces equity, diversity and inclusion (EDI) as foundational principles that cultivate cultures where everyone feels valued and respected, and identities are affirmed. At PVNC Catholic, equity in leadership is essential to ensure trust and confidence in our systems is not eroded. It calls for proactive removal of systemic barriers, addressing biases and prejudices related to representation, and reviewing existing structures, policies, programs and practices, at all levels, that may unintentionally disadvantage identifiable groups.

Priority Area 3: Expanding Capacity 2026-2028
Goals	Specific Actions
Include equity goals in the success criteria for staff performance appraisals and/or annual learning plans.	Senior leaders, managers and administrators include equity and inclusive education in their professional growth plans, using a variety of resources (e.g. Faith & Equity Continuum, Creating Safe and Accepting Schools, Ontario Human Rights Commission Policies and Guidelines). Increase Equity learning opportunities and resources for education workers, teachers, and school and senior leaders , including principals, superintendents and directors of education to reduce or eliminate adverse impact or result in systemic discrimination based on a Code ground. In response to the Truth and Reconciliation Commission’s Calls to Action, enhance educator capacity and knowledge related to Indigenous histories and ways of knowing.

Focus Area 2: School and Classroom Practices

The Ontario Catholic School Graduate Expectations (OCSGE) provide a distinctive framework to education. At its core, the OCSGE establishes a relationship between learning and believing, that is, as a Catholic school board we ensure learning environments focus not only on knowledge and skills, but also on values and actions to develop students to be reflective and who demonstrate cooperative and democratic behaviour – responsible citizens.

Furthermore, as stewards of Catholic education, we believe in the sacredness of human life. Recognizing that systemic racism is unjust and impacts the daily lives of students and families of Indigenous, Black and other historically marginalized groups, we continue to redress these system biases and inequities. PVNC Catholic continues to strengthen its culture of collaboration, trust and respect to demonstrate our commitment to celebrating diversity, dignity, success, and worth of all individuals, and our recognition of all voices.  

Priority 3: Expanding Capacity 2026-2028
Goals	Specific Actions
Expand and increase access to criteria for monitoring, analyzing and evaluating the effectiveness of support services to students.	Monitor and report on the outcomes of the renewed approach, such as the use of the UDL framework demonstrating that flexibility is introduced to the curriculum allowing more students with educational needs to be supported. Gather feedback from students’ surveys to assess teaching habits and classroom practices- that disproportionately exclude equity seeking students, reveal gaps in approaches, and consider strategies for revision.
Establish brave, inviting spaces where students are seen, valued, cared for, respected, and have opportunities to learn about diverse historical experiences, perspectives and inspire students to disrupt inequities and engage as reflective, responsible citizens.	Create learning environments where student identity and voice are celebrated and honoured. (e.g. Black Student Associations (BSA), Indigenous affinity groups, Respecting Differences groups, etc). Develop interactive resources/ toolkits that provide students with concrete examples and scripts for being an ally or bullying upstander. Leverage the voices of all students, particularly racialized, marginalized, oppressed and underserved groups.
Expand school community relations so that students, parents, and families are encouraged and have the opportunity to be engaged in the school system.	Review processes, including criteria, for selecting student representatives to ensure a range of identities are offered the opportunity to participate, especially those whose cultural, racial, faith, sexual, gender, ability or other identity is outside of the dominant socio – cultural norms. Feedback on parent and community engagement in school and system activities is regularly collected and used to address matters related to equity and inclusive education. Review and share resources to support implementation and build capacity (e.g., Parent Involvement Committee Handbook, Parent Engagement Toolkit).
Identify and implement intentional strategies to ensure inclusion through communication, collaboration, and meaningful engagement.	Develop a school wide approach where all parents/guardians are supported with the information and tools necessary to participate in school life. Monitor school climate (e.g., through surveys and focus groups) to help identify barriers to parent involvement or issues that should be addressed to foster and support a safe and welcoming learning environment. In concert with parents and guardians, develop a parent/guardian education program on a variety of topics related to parenting and their children’s schooling. Consider developing information sessions on topics such as: partnering successfully with teachers school volunteering Inclusive, safe, and welcoming environment  internet safety positive mental health and well-being drug and alcohol issues successful homework hints.

Focus Area 3: Organization and Accountability Structure

At PVNC Catholic, inclusive and responsive systems of accountability have a vital part to play in ensuring that long-term strategies engage leaders and staff. This ensures learning and working climates, culture and curriculum that honours diversity, inclusion and protects the  life and dignity of the human person, regardless of age, ancestry, colour, race, citizenship, ethnic origin, place of origin, creed, disability, family status, marital status, gender identity, gender expression, receipt of public assistance, record of offences, sex and sexual orientation. 

Priority Area 3: Expanding Capacity 2026- 2028
Goals	Specific Actions
Continue to align Equity, Diversity and Inclusion principles across Board and school initiatives, policies, procedures, and practices.	Senior leaders  and managers monitor critical areas of policy, program and practice to ensure that they reflect equity and inclusive education principles  and practices, and which address the eight areas of focus as required by PPM 119. Create a communications strategy to ensure the ongoing promotion of EDI initiatives, as well as providing progress milestones. Solidify links between the Equity Action Plan  and PVNC Catholic Mental Health Plan and Strategy that align with PPM 145.
Identify key partnerships and develop protocols for translating relationships into learning goals that will ensure fairer systems.	The Faith and Equity Committee serves as an ongoing system advisory group to support effective implementation of the Board’s Equity and Inclusive Education Policy 700 and Equity Action Plan. Procedures for consultation with parents, families and community are established and followed when matters of Equity, Diversity and Inclusivity are considered by schools and the Board. Affirm and expand community partnerships with the Nogojiwanong Friendship Centre, PFlag, New Canadian Centre, PVNC Catholic’s departments and affinity groups to: Implement culturally relevant and responsive pedagogical practices, and  Develop focused programs and identify strategies to address the underachievement and/or areas in need of greater support for marginalized students.
Continue to offer ongoing system opportunities to deepen knowledge, skills, attitudes and advocacy of intersectional equity and inclusivity matters.	Expand opportunities to build Cultural Competence and critical consciousness, including anti-oppression and antiracism training, trauma informed pedagogy, restorative practices, and Indigenous Cultural Safety. Organize and deliver various school and community learning opportunities through workshops and events for parents and community members focussed on accessibility, equity, and inclusivity.
Increase equitable and inclusive participation of Black and Indigenous individuals to bridge gaps, reconcile underrepresentation and to ensure all voices are heard.	Dedicated space for Indigenous and Black employees in leadership positions to share their voices in support of meaningful changes that disrupts systemic discrimination. Continue to expand and support the development and delivery of high-quality programs and services, providing information and advice that create fewer barriers and simpler access to Indigenous education and Black history.
Reinforce consultation mediums for capturing student voices on the subjects of equity, diversity and inclusion (i.e. School Climate Survey, Student Census, Staff Census).	Conduct periodic data audits as part of governance policy to identify and address inconsistencies, to identify strengths/needs, identify barriers and opportunities for success, achievement, and well-being. Establish timelines to eliminate barriers, and measurable goals for improved achievement for all students and staff, including for groups and social identities that have historically been marginalized.
Develop a framework to monitor and assess training and professional learning (i.e. activities, knowledge, skills, abilities, and behaviours) to assess system scalability.	Conduct professional learning audits to review and assess frameworks in place for learning, compliance with relevant policy, directives and guidance, and the monitoring of the results of Equity Diversity and Inclusion activities against expectations and taking corrective action when necessary. How effective is the scale strategy? Are proposed interventions credible? How strong is the support for change? Does the model (solution) have relative advantage over existing practices? How easy is the model to transfer and adopt? Is there a sustainable source of funding? Determine the effectiveness of learning programs where staff share plans to actualize anti-racism/anti oppression practice to address inequities in structures, policies, programs and practices. inform system needs and strengths.
Ensure an environment of safety, good mental health, and well-being.	Develop and implement a multi-tiered Human Rights and Equity Concern Investigation Framework to ensure procedurally fair investigations. Provide ongoing training to educators and relevant staff on responses to reports of hate, bias and harassment.
Enhance fair processes and best practices that proactively identify, prevent and address overrepresentations in student discipline data.	Review progressive discipline process for school-wide and in-class interventions and strategies, increase use of progressive discipline and restorative justice approaches to student discipline. Increase efforts in reviewing data on suspensions, expulsions and exclusions, particularly with respect to Black, Indigenous and other equity-seeking students.