Page 8 - Professional Advisory on Anti-Black Racism

not understand the significance of partici- pating in their children’s school; instead,
it is that they do not find schools to be welcoming. And some of the student partici- pants added that in schools with large numbers of Black students, the stereotypes of them seem much more pervasive, thereby contributing to a learning environment that is not conducive to academic success.”13
Educators’ ongoing critical reflection of their professional practice is crucial to positive student outcomes. Educators need to be thinking critically about who is being omitted from curriculum design, classroom culture, extracurricular programming and other learning opportunities.
The College urges all members to take
its three-part Additional Qualification course on anti-Black racism for members, Addressing Anti-Black Racism to Change Pedagogy and Practice, Part 1, Part 2 and Specialist (available through education providers beginning in the fall of 2022).
This course was created to provide oppor- tunities for educators to self-reflect, deepen knowledge and build competencies. The course was developed collaboratively through community consultations,
focused conversations and surveys with Black students, educational leaders and community members across Ontario, in both English and French, and is designed for:
• Critically exploring and enhancing profes- sional practices, critical pedagogies, knowledge and skills as outlined in the Addressing Anti-Black Racism to Change Pedagogy and Practice, course (Part 1);
13 ibid
14 ontario.ca/page/ontarios-anti-black-racism-strategy
• Critically designing, applying and facilitating dialogue related to learning opportunities that integrate the profes- sional knowledge, skills and pedagogical stances as outlined in the Addressing Anti-Black Racism to Change Pedagogy and Practice course (Part 2); and
• Critically and collaboratively cultivating professional efficacy, emancipatory liberatory leadership practices, and advancing the scholarship of teaching by fostering cultures of critical reflection and inquiry as outlined in the Addressing Anti-Black Racism to Change Pedagogy and Practice (Specialist).
Black students are present in school boards across Ontario and while the provincial Anti- Black Racism Strategy targets regions with large numbers of Black students, the need to implement measures to reduce and eliminate anti-Black racism is relevant in every school. Some of the initiatives being explored by school boards in the province include:
• The Toronto District School Board is leveraging existing race-based data and research to examine discipline measures and develop alternative student supports.
• The Peel District School Board is monitoring and tracking the success of We Rise Together: The Peel District School Board Action Plan to Support Black Male Students; and strengthening inclusive and culturally responsive and relevant teaching, curriculum, assessment and resources.14
Several Catholic School Boards are also addressing anti-Black racism.
• The Halton Catholic District School Board has offered a professional
6 PROFESSIONAL ADVISORY ON ANTI-BLACK RACISM