Page 25 - Building Bridges to Success for First Nation, Métis and Inuit Students – Developing Policies for Voluntary, Confidential Aboriginal Student Self-Identification: Successful Practices for Ontario School Boards

ESTABLISHING AN ADVISORY COMMITTEE
At the outset of the process, the board established an Aboriginal Advisory Committee, which reported to the board. In order to demonstrate broad community commitment to the initiative, the committee brought community members with them when making their submissions and recommendations to the board. This enabled board members to speak with community members directly and increase their understanding of the issues. As a result, all submissions made were accepted unanimously by the board.
OUTREACH
The TDSB used a range of approaches to reach out to Aboriginal commu- nities in Toronto. Approximately half a dozen full-day community sessions were held, which were open to all community members, including families and representatives of service delivery agencies. The board advertised the sessions through schools and Aboriginal agencies and organizations. Additionally, community newspapers featured some of the initiatives and promoted upcoming events.
INFORMATION SESSIONS
Sessions were held in different locations throughout the city, including Aboriginal community centres, schools, and the board office. It was noted, however, that meetings held at the board office attracted fewer participants, which emphasizes the importance of going into the communities. It was also important to respect Aboriginal traditions in those meetings by having a traditional opening and sitting in circles to give everyone an equal opportunity to speak. Board representatives also attended several other community events where they were able to discuss the initiative with community groups.
PARTNERSHIPS
The board collaborated with a number of different Aboriginal organizations to increase awareness about the initiative, such as the Aboriginal Peoples’ Council of Toronto and Native Child and Family Services of Toronto. It is important to realize, however, that community and political organizations do not necessarily represent the perspectives of all Aboriginal peoples, therefore it was important to engage a broad range of organizations and service delivery providers.
• Successful Practices for School Boards
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