York Region District School Board

Transcription

1 York Region District School Board

2 TABLE OF CONTENTS 1. Introduction Background The Purpose of the Employment Equity Plan Definitions 4 2. The Changing Population of York Region 5 3. Why Employment Equity, Diversity, and Inclusion Matter 6 4. Employment Equity Framework Vision and Values Goals and Activities Critical Success Factors Goals and Activities Employment Equity Plan 11

3 Employment Equity Plan YORK REGION DISTRICT SCHOOL BOARD Introduction 1.1 Background The York Region District School Board s (the YRDSB / the Board) mission is to advance student achievement and well-being through public, which motivates learners, fosters inclusion, inspires innovation and builds community. Through the values of inclusivity, relationships, innovation, engagement, responsibility, and optimism, the Board strives to be a leader in public that empowers all students to become engaged and caring citizens of the world. 1.2 The Purpose of the Employment Equity Plan The YRDSB launched its Employment Equity Audit consisting of a Workforce Census and an Employment Systems Review in Winter 2017 in response to Direction #22, one of 22 directions issued by Ontario s Minister of Education. The recommendations from the audit form this Employment Equity Plan, which will drive the Board s improvement of its human resources practices and its working environment to create a more diverse, equitable, and inclusive workplace for all employees. This Employment Equity Plan will help the Board achieve its commitment to providing safe, equitable, and inclusive environments for all students and employees. In response to ongoing concerns from parents that YRDSB school culture does not promote the safety and inclusion of their children and scrutiny from the Ministry of Education, the YRDSB undertook a review of 40 policies, established offices of the Integrity Commissioner and Human Rights Commissioner, created a plan for equity and leadership, and implemented comprehensive equity, governance, and human rights training for staff and trustees. In addition, Direction #22 required that the Board conduct a Workforce Census to understand the diversity of its workforce and an Employment Systems Review to identify barriers to the hiring, advancement, and full inclusion of equity-seeking groups in its workplaces. The Employment Equity Plan the final product of the Employment Equity Audit will not only ensure that Board employees better reflect the diverse student population and increate more respectful and inclusive workplaces, but will also demonstrate how the Board is taking meaningful action to foster a school culture where students feel safe, welcome, and included. 1.3 Definitions Diversity Diversity is the presence of a wide range of human qualities and attributes within a group, organization, or society. The dimensions of diversity include, but are not limited to, ancestry, culture, ethnicity, gender, gender identity, language, physical and intellectual ability, race, religion, sex, sexual orientation, and socio-economic status. 3

4 Employment Equity Plan YORK REGION DISTRICT SCHOOL BOARD Equity Equity is a condition or state of fair, inclusive, and respectful treatment of all people. Equity does not mean treating people the same without regard for individual differences. Inclusion If diversity is about the mix, inclusion is about making the mix work. Inclusion values each person for their skills, experiences, and perspectives and welcomes and embraces the strength of our differences by allowing everyone to fully participate in and contribute to the organization. Inclusion capitalizes on the rich diversity among employees by creating a sense of belonging and involvement in the workplace where the inherent worth and dignity of all employees are recognized and valued. An inclusive workplace values and practices respect for the talents, beliefs, backgrounds, and ways of living of all employees. Representation Representation focuses on the types and number of people present in the workforce. When we talk about representation, the focus tends to be on visible differences, because certain groups have faced persistent systemic discrimination in the workplace based on their visible differences. These groups have been identified by the federal government as the focus of employment equity programs and include women, racialized people (visible / racial minorities), Indigenous people (First Nations, Métis, and Inuit), and persons with disabilities. The representation of these groups in the workforce is not a problem in itself, but lack of representation could be a symptom of underlying issues discriminatory hiring practices and a lack of inclusion in our organizational culture. Representation is a check-in metric to enable us to assess whether we are removing barriers to hiring, are making merit-based hiring and promotion decisions, and have an inclusive organizational culture. If representation itself is not the problem, it is also not the solution. Bringing staff from diverse communities, backgrounds, and identities into the workplace is essential but not enough. If we are to create a diverse and inclusive organization, we also need to embed inclusion into all our human resources practices and into the organizational culture. Accommodation An adjustment made to policies, programs, and practices that enables individuals to benefit from and participate in the provision of services equally and to perform to the best of their ability. Accommodations are provided so that individuals are not disadvantaged on the basis of the prohibited grounds of discrimination identified in the Ontario Human Rights Code or other similar codes. 4

5 Employment Equity Plan YORK REGION DISTRICT SCHOOL BOARD The Composition of the YRDSB Workforce 5

6 Employment Equity Plan YORK REGION DISTRICT SCHOOL BOARD Why Employment Equity, Diversity, and Inclusion Matter Demographic imperative It s about student success and well-being... The data clearly shows that the population of York Region is changing dramatically. Students in the region are a dynamic mix of cultures, races, religions, and identities. Employees from diverse communities, backgrounds, and identities bring different life experiences, cultural understanding, language ability, and ways of thinking that will help them relate to, understand, and meet the needs of their students and school communities. Students also react positively when they have role models who look like them, and student achievement is improved when students see themselves reflected in their school communities. The more we mirror the full diversity of our student population, the more likely we are to understand the needs of students and support their success. Business imperative It s good business... Our staff play an important role in contributing to the success of YRDSB. To build a successful organization, we must attract, hire, and retain employees with the right skills and talent. This means accessing the skills and talents of the entire diverse labour market, not just a small proportion. Embracing and supporting a diverse workforce and inclusive work environment also creates an environment where employees can bring their full selves to work, enabling them to flourish and do their best work. Legal imperative It s the law... The Ontario Human Rights Code and Occupational Health and Safety Act places specific obligations on all employees to treat employees fairly and create workplaces that are free from discrimination, harassment, and violence. The Accessibility for Ontarians with Disabilities Act also requires that all employers remove barriers to employment for persons with disabilities. Social imperative It s the right thing to do... As the largest employer in York Region, access to good jobs for people from all communities, backgrounds, and identities is critical if we are to make York Region a great place to live and work. A strong York Region community, with lower rates of poverty and greater social inclusion, supports the success of students and school communities. Diverse organizations are more flexible, creative, and innovative than homogeneous organizations. Sharing and considering diverse perspectives also allows us to better adapt to a constantly changing external environment and respond to the needs of a diverse student population and school community. 6

7 Employment Equity Plan YORK REGION DISTRICT SCHOOL BOARD Employment Equity Framework 4.1 An Inclusive Organization As this model shows an inclusive organization has equity, through compliance with human rights legislation, as its foundation. Human rights, equity, and diversity are embedded in the organization s policies and practices, as well as within the behaviours of managers and employees. An inclusive organization is accessible, accommodates the needs of all human rights protected groups, and is free from workplace violence, discrimination, and harassment. On this foundation, an inclusive organization embeds equity throughout all of its employment policies and practices, which and hires a diverse workforce that reflects the diversity of the community it serves. 7

8 Employment Equity Plan YORK REGION DISTRICT SCHOOL BOARD An inclusive organization includes people of different races, cultures, religions, ages, sexes, abilities, and sexual and gender identities at all job levels. This organization recognizes that diversity is a source of strength and innovation, which adds to the effective of students from diverse communities. This organization also develops, and works to maintain, an inclusive organizational culture in which all employees feel respected, welcomed, and are able to bring their full selves to work. When this happens, employees are able and willing to contribute their best to the organization. An inclusive organizational culture is supported by a public commitment to equity, diversity and inclusion, relevant policies and the leadership of senior managers. 4.2 Visions and Values Vision: Our ideal future state The YRDSB seeks to have a respectful and supportive workplace that attracts and retains a talented workforce broadly reflective of the diversity of our students. As an organization, we want to leverage this diversity to create programs and services that meet the diverse needs of our students and support their academic success and social and emotional well-being. Values: How we ll conduct ourselves to achieve our vision We will value equity by Identifying, addressing, and removing barriers in processes, policies, plans, practices, programs, and services Examining outcomes for equity-seeking groups to identify and remove barriers to hiring and advancement We will value diversity by Creating a workforce that is reflective of the diversity of our student body We will value inclusion by Treating everyone with dignity, respect, and fairness Creating welcoming and inclusive work environments where employees feel that they are valued members of the organization Not tolerating harassment and discrimination Encouraging self-awareness and personal accountability. Accepting, respecting, and valuing individual differences 8

9 Employment Equity Plan YORK REGION DISTRICT SCHOOL BOARD 4.3 Critical Success Factors We recognize that to successfully create a more equitable, diverse, and inclusive organization, we need the following: Committed and bold leadership: We need leaders who are not only knowledgeable about issues of equity, but also committed to making positive change through bold actions and leadership. We need leaders that will be unwavering in this commitment, even in the face of opposition. Comprehensive scope of goals and activities: To achieve our vision for this organization, we need goals and activities that will move us in the right direction and at the right pace. Dedicated resources: Appropriate human and financial resources are necessary to create the tools and resources, provide the maintain the momentum needed to sustain change. Focused and training opportunities: Education and training are required to further develop the capabilities and competencies of all employees to achieve the goals of building a diverse and inclusive workforce. Integration into other priorities and work: There are many competing priorities facing the organization. Achieving the goals of this Employment Equity Plan requires that this work be integrated into the work of each employee throughout the organization. This is not an add-on that one can consider when other work is done, but central to all that we do. Monitoring and evaluation: As with any organizational change effort, we will need time to review progress and gain the knowledge that will allow us to make adjustments along the way. This is not about simply implementing a list of activities, but ensuring that we are doing the right work in the right way to effect meaningful, positive, and long-lasting change. 9

10 Employment Equity Plan YORK REGION DISTRICT SCHOOL BOARD 4.4 Goals and Activities The vision includes tangible goals, such as the following: Have a workforce that broadly reflects the diversity of our student population by: Prioritizing the hiring of racialized staff to close these gaps in representation Providing developmental opportunities and mentoring to support the advancement of employees from equity-seeking groups into management and administrative positions Create an inclusive and respectful work environment that retains and gets the best from a talented workforce by: Ensuring that employees know about and have access to the needed accommodation based on any human rights protected ground Supporting managers and administrators to create safe and inclusive workplaces Minimizing the impact of biases and conflicts of interest in the hiring process Create and adhere to equitable employment policies and processes that support the hiring, retention, and advancement of a qualified and diverse workforce by: Updating policies and procedures to remove barriers to employment and promotion Removing barriers to advancement Create the infrastructure that embeds equity throughout the organization and supports a workforce skilled at working in a diverse workplace with a diverse student population by: Implementing an Education and Training Plan to increase employee awareness of equity, diversity, and inclusion goals and expectations Supporting affinity groups as partners in identifying and removing barriers Allocating the appropriate financial and human resources to the implementation of the Employment Equity Plan 10

11 Employment Equity Plan YORK REGION DISTRICT SCHOOL BOARD 4.5 Employment Equity Plan The Employment Equity Plan includes the following recommended actions arising out of the Workforce. Census and Employment Systems Review, which fall under the four priority areas. The first column identifies whether the recommendation is: 1. The development or of a policy, procedure, or document 2. The development of an ongoing program 3. training, or. The department responsible for leading the implementation of the recommendation is also identified, along with the time frame for completing the recommendation (if it involves the development or of a policy, procedure, or document) or for beginning the program or ongoing training, or. A more detailed implementation plan will be developed to identify and guide the work needed to fully implement the recommendations. 11

12 Priority 1: Diversify the workforce at all levels The results of the 2018 Workforce Census identified gaps in representation for racialized people when the Board workforce is compared with the external population. Additional gaps in representation for racialized people exist between the diversity of the Board s workforce and that of its managers and school administrators. In order to advance these efforts, those involved in the hiring process must be supported to recognize and mitigate their unconscious biases and understand the value that diversity brings to the workplace. Time frame Program (Workforce Census) Recommendation 1: Racialized employees are under-represented among the YRDSB workforce compared with their representation among the York Region population. Of particular concern is the Teacher Diversity Gap, the large gap between the racial diversity of teachers and the students in their classrooms. The gap is particularly large for East Asians and Southeast Asians as well as those from the Middle East and West Asia. As such, it is recommended that the YRDSB prioritize the hiring of racialized staff to close these gaps in representation. Program (Workforce Census) Recommendation 2: It is recommended that the YRDSB implement measures to support the development and advancement of racialized staff to close the gaps in their representation among managers and school administrators, making their representation more comparable to that of racialized staff in nonmanagement and teaching positions. 12

13 One-time Program (Workforce Census) Recommendation 3: It is recommended that the YRDSB work with ETFO and OSSTF to survey occasional teachers to get a more accurate portrait of the diversity of staff among these employee groups and barriers to advancing into permanent positions. Research and Recruitment / Policy / Procedure Recommendation 1: It is recommended that the Recruitment and Promotion Policy and Procedure be d to specify what actions are to be taken by Human Resources and hiring managers to meet the objective of hiring a workforce that reflects the diversity of York Region. Program Recommendation 8: It is recommended that the Board use its influence as the third largest school board in the country to influence faculties of to increase the racial diversity of their graduates. SO Equity Program Recommendation 9: It is recommended that the Board promote teaching as a profession to students from diverse backgrounds, communities, and identities. SO Equity Policy / Procedure Recommendation 16: It is recommended that all toolkits be d to address the potential impact of unconscious bias in the hiring process and provide tips for hiring managers to mitigate the impact of bias in the hiring process. 13

14 Recommendation 17: It is recommended that training continue to be provided to managers and administrators involved in the hiring process to help them understand and mitigate the impact of unconscious bias in the hiring process. Policy / Procedure Recommendation 18: It is recommended that the Board embed in policies and procedures a commitment to including visible diversity on the interview panel, and identify this as a best practice for principals. Program Recommendation 28: It is recommended that Human Resources Services serve as a model and leader for the rest of the organization by increasing the diversity of staff within the department. Program Recommendation 35: It is recommended that the Board conduct a demographic survey of all applicants to the vice-principal and principal promotion process so that it can track the success of applicants throughout the process to identify any barriers to advancement and ways in which it can improve the process. Policy / Procedure Recommendation 36: It is recommended that the Board create guidelines and accountability mechanisms to ensure that racialized and Indigenous teachers are provided with access to and are benefiting equitably from developmental opportunities as well as mentoring. ISCS and C&IS 14

15 Program Recommendation 37: It is recommended that the Board develop appropriate training and programs to support aspiring racialized and Indigenous leaders, such as a Racialized and Indigenous Leader Mentoring Program and supports and opportunities through the various affinity groups. LD Program Recommendation 38: It is recommended that the Board diversify its pool of external applicants by conducting outreach recruitment, which may include sharing the job ad with community partners as well as advertising in community, alternative, and ethnic minority newspapers. 15

16 Priority 2: Create a more inclusive and respectful work environment As the YRDSB advances its workplace equity, diversity, and inclusion efforts, it needs to focus its attention on fostering a more inclusive organizational culture in which staff from diverse communities, backgrounds, and identities feel welcome, safe, and able to contribute their best. This effort needs to be championed and modelled by its senior leaders if the organization is to capitalize on the benefits that a diverse workforce has to offer such as increased creativity and productivity, higher retention rates, and enhanced community relations. Time frame Program Recommendation 30: It is recommended that the employee orientation process be d to support the success of new employees by: Orienting new employees to the Board, not just their worksite. This can be done through a short online video, or other means Discussing accommodation and asking whether the employee requires accommodation based on any human rights protected ground Announcing the new employee via to others in the school, work team, or department both in advance of the employee s arrival and on the employee s first day, and Assigning a buddy or mentor from the work team to provide informal orientation. Program Recommendation 31: It is recommended that new teachers be surveyed upon completion of NTIP to gather feedback on the program and the C&IS and ISCS 16

17 outcome of their evaluation. Identity data should be collected to assess whether their experiences vary by group and to determine what more needs to be done to support their success. Recommendation 42: It is recommended that the Board ensure that its multi-year plan addresses the need to ensure physical accessibility of employees to Board worksites. HRCO Recommendation 51: It is recommended that the Board continue to train supervisors on the supportive approach of the Attendance Support Program and communicate to employees of the nature of the process. Recommendation 55: It is recommended that the Board implement flexible work arrangements where operational considerations, collective agreements, and the type of work permit., HRCO (AODA Committee) Recommendation 56: It is recommended that managers receive training, guidance, and/or ongoing support so that they are able to engage staff in collaborative planning, equitable decision-making when handling requests for flexible work arrangements, and managing work performance. 17

18 Recommendation 57: It is recommended that in order to support a better work/life balance, the Board consider directing employees to stop sending s between Friday at 6:00 p.m. and Monday at 7:00 a.m. Recommendation 59: It is recommended that the Human Rights: Code-Related Harassment and Discrimination Procedures when drafted address the issues identified to align with the guidelines from the Ontario Human Rights Commission. HRCO Recommendation 60: Recognizing that a great deal of inappropriate behaviours can be stopped and their impact minimized if they are immediately addressed, it is recommended that employees have access to training that provides them with the knowledge and techniques for intervening when they do witness these behaviours. HRCO Recommendation 61: It is recommended that managers and administrators be reminded through ongoing other means of their duty to foster a respectful work environment, to lead by example, and to act to stop harassment and discrimination when they witness or hear about these behaviours., HRCO 18

19 Recommendation 62: It is recommended that the Violence Prevention and Intervention and Non-Code Workplace Related Harassment Policies and Procedures be d to address the concerns identified. Recommendation 63: It is recommended that leaders throughout the organization commit to, and be provided with, adequate supports, including anti-racism and anti-oppressive practice training, to enable them to demonstrate a greater personal and professional commitment to equity, diversity, and inclusion through behaviours and language that demonstrate inclusion and respect for all employees. SO Equity Recommendation 65: It is recommended that the Board develop policies and programs to ensure that its work environment is inclusive of employees who are gender non-conforming. As such, the Board should develop policies such as a Transitioning at Work Policy, provide genderneutral washrooms for staff, and train managers and employees. HRCO Recommendation 66: It is recommended that the Board ensure that it creates inclusive and safe workplaces that allow employees who identify as 2SLGBTQ+ to bring their full selves to HRCO 19

20 work. This should include visual displays of positive spaces (such as posters) as well as training for managers and administrators about their roles and responsibilities to create inclusive and welcoming spaces for all employees. 20

21 Priority 3: Create more equitable policies and practices Create equitable employment policies and processes that support the hiring, retention, and advancement of a qualified and diverse workforce. Time frame Recommendation 2: It is recommended that the Conflict of Interest Policy be strengthened to address the identified issues. x Recommendation 3: It is recommended that the Board develop and include an Equity and Accommodation Statement on its Careers webpage and on each job ad that will encourage applications from equity-seeking groups and ensure that job applicants understand that accommodation will be provided based on any human rights protected ground, including disability, family responsibilities, and religion. x Recommendation 4: It is recommended that the FAQs section of the Employment webpage answer questions such as What is accommodation? and Will asking for accommodation affect the Board s hiring decision? Examples of the types of accommodations that may be provided could be supplied to help job applicants understand whether they should be requesting accommodation. 21

22 Recommendation 5: It is recommended that the Board s Careers webpage include information to better support job-seekers, including information on the recruitment process, interview tips, and information for foreigntrained professionals and teachers in particular. Recommendation 6: It is recommended that the Recruitment, Assessment and Selection Policy be revised to include a commitment to do outreach recruitment to diversify the applicant pool. Program Recommendation 7: It is recommended that the Board engage in targeted outreach recruitment to attract teacher applicants from more diverse backgrounds. Other Recommendation 10: It is recommended that the Board allow applicants to submit applications at no cost through Apply to Education to remove the financial and other barriers that using Apply to Education may create for job-seekers from the equity-seeking groups. Recommendation 11: It is recommended that the Recruitment and Promotion Policy and Procedures be d to specify the Board s responsibility to provide accommodation based on any human rights protected ground, / HRCO 22

23 including disability, religion, and family status. This should be reflected in the Hiring Toolkits to ensure that appropriate accommodations are provided to candidates to enable their participation in the selection process. Recommendation 12: It is recommended that the Board its processes to ensure that the template for the that invites candidates for an interview details the requirements for the interview and practicum and notifies candidates that they can request and receive accommodation. Recommendation 13: It is recommended that procedures be d to support staff to accurately describe the interview and practicums so that candidates are able to determine whether they will require accommodation. Recommendation 14: It is recommended that job ads be reviewed to ensure that a driver s license is only asked for when it is a bona fide job requirement. Recommendation 15: It is recommended that where specific al credentials are not bona fide, the Board work with the union to consider alternatives, such as asking for equivalent and equivalent years of 23

24 experience. This should also be reflected in the job ad, e.g., a bachelor s degree or equivalent and experience. Recommendation 19: It is recommended that Human Resources Services review the Hiring Toolkits, interview questions, and look fors to ensure they are bias-free and that scoring is consistently conducted for each competition. Recommendation 20: It is recommended that all competitions include questions to assess the candidate s ability to work with a diverse group of co-workers, work in a diverse school community, or manage a diverse group of employees. Recommendation 21: It is recommended that the Board s practices for conducting police record checks be formalized. Recommendation 22: It is recommended that the Board remove the practice of requiring newly hired employees to provide a statement of good health. Recommendation 23: It is recommended that should the Board wish to assess the ability of job candidates to perform the physical requirements of the position, that it develop / HRCO 24

25 these assessments in consultation with the Human Rights Commissioner. Recommendation 24: It is recommended that a scoring sheet be provided for use in each competition. Recommendation 25: It is recommended that the requirement that the interview panel discuss the Board s mission, vision, and values and apply a score to the candidate be removed from the process, as it relies on the subjective assessment of the candidate. Recommendation 26: It is recommended that a checklist be provided to specify which items should be maintained in the competition files. Recommendation 27: It is recommended that the Board regularly communicate with employees about the hiring process, including any changes to the process, to strengthen their confidence that the Board has a fair and biasfree process that supports the equitable assessment of candidates from the equityseeking groups. Other Recommendation 29: It is recommended that the Board explore the barriers to hiring faced by African teachers into French Immersion positions and explore what the Board can do to 25

26 address these barriers. Recommendation 39: It is recommended that the requirement that the current principal be the sponsor for the promotion process be removed, and that those wishing to participate in the promotion process be able to use a former principal as a sponsor and/or reference. Recommendation 40: It is recommended that the Board communicate any changes made to the promotion process to all staff to strengthen their confidence in a fair and bias-free process that supports the equitable success of candidates from the equity-seeking groups. Other Recommendation 41: It is recommended that the Board annually review its promotion process and the demographic data on who is applying and who is successful to identify how the process could be improved. Recommendation 43: It is recommended that the Board develop a policy on providing accommodation to persons with disabilities, consistent with guidelines from the Ontario Human Rights Commission that address providing permanent accommodation to employees by modifying their current job duties, providing alternate work arrangements, or HRCO 26

27 placing them in another position. The policy should clearly state that any reprisal against an employee for requesting or receiving accommodation is a violation of the policy. Recommendation 44: It is recommended that the Board provide appropriate and training for all supervisors about their duty to accommodate persons with disabilities. This training should also help supervisors understand the range of physical and mental disabilities, both evident and non-evident, for which accommodation may be requested and the types of accommodation that may be provided. Emphasis should be placed on explaining the Board s legal obligations under the Ontario Human Rights Code, as well as how accommodation helps get the best from employees, so that accommodation is not seen as special treatment provided to some employees. HRCO Recommendation 45: It is recommended that the Board educate all employees about their rights regarding workplace accommodation and the process of obtaining said accommodation. Emphasis should be placed on explaining the Board s legal obligations under the Ontario Human Rights Code as well as how HRCO 27

28 accommodation helps get the best from employees, so that accommodation is not seen as special treatment provided to some employees. Recommendation 46: It is recommended that the Accessibility Policy be d to fully address the requirements of the AODA. HRCO Recommendation 47: It is recommended that provisions be put in place to ensure that employees are notified of disruption of service to elevators, accessible washrooms, amplification systems, and other services. HRCO Recommendation 48: It is recommended that a policy and procedures be developed to support the evacuation of employees requiring assistance. HRCO Recommendation 49: It is recommended that the relaunch of Barrier Busters be accompanied by communications to employees to increase their confidence in the program. HRCO Recommendation 50: It is recommended that the Board examine the business need for restricting the use of elevators and consider an alternative to allow for the full accessibility of employees with disabilities. 28

29 Recommendation 52: It is recommended that the Board provide additional information to supervisors and employees to provide clarity for a number of issues, including: / HRCO The pre-identified list of faith days is provided to support employees to specify the days off in their request, and this list is not exhaustive, and Employees are not required to get additional information from their faith leader each year. Recommendation 53: It is recommended that the Board s religious accommodation policies and procedures address its duty to accommodate Indigenous spiritual practices. HR / HRCO Recommendation 54: It is recommended that the Board develop a Religious Accommodation Policy that supports the organization s legal obligation to provide religious accommodation, short of undue hardship, including breaks, prayer space, scheduling of shifts, and scheduling of interviews. The policy should clearly state that any reprisal against an employee for requesting or receiving accommodation is a violation of the policy. HRCO 29

30 Recommendation 58: It is recommended that the Board develop an Equity and Inclusion Lens to be used when developing new or revising existing Board policies. 30

31 Priority 4: Strengthen the organization s diversity and inclusion infrastructure In order to ensure the sustainability of these efforts, the Board needs to support employees to understand the need for engaging in equity, diversity, and inclusion work through ongoing training and al opportunities. In addition, this work needs the commitment of appropriate financial and human resources. This investment will help to increase momentum and support leaders in embedding workplace equity, diversity, and inclusion in their work rather than seeing it as an add-on to their core business. Time frame Recommendation 32: It is recommended that the Board develop a strategy to engage staff throughout the organization in equity and inclusion training for all employees, beginning with relevant competencies for senior managers, team leads, and supervisors. Such training, involving both online and face-to-face learning, should involve role play in how to hold difficult conversations and address issues as they arise, as well as evaluation of knowledge and skill retention. Core topics should include dimensions of systemic racism, implicit bias, as well as intersectionality (how class, race, gender, ability, and sexual orientation intersect within the workplace). Specific training on the issues facing particular equity-seeking groups should also be provided. SO Equity Recommendation 33: It is recommended that issues of equity and inclusion be embedded into all other training provided to leaders, including classroom management, reporting to CAS, etc., HRCO, SO Equity 31

32 Program Recommendation 34: It is recommended that Equity Designates be provided with additional training and resources to support their ability to fulfill their role as equity leaders within their worksites. SO Equity Program Recommendation 64: It is recommended that the Board formalize and support the affinity groups, not just to support equity, but to create safe and inclusive spaces for staff from the equity-seeking groups to network and seek support. Further, the Board should use the affinity groups as a valuable resource to continue its work to identify and remove barriers to employment equity, diversity, and inclusion. SO Equity Recommendation 67: It is recommended that a communications / learning strategy be developed (which may include a newsletter, lunch and learns, and other informal methods of promoting knowledge, resources, tools, and practices, etc.) with the goal of: SO Equity / Communications Increasing employee understanding of workplace equity, diversity, and inclusion Addressing the facts and myths associated with workplace equity, diversity, and inclusion Defining key terms and concepts, and Developing and communicating a 32

33 business case for workplace equity, diversity, and inclusion that links the organization s diversity and inclusion efforts to operational considerations. Recommendation 68: It is recommended that the Board better support staff to understand the need and rationale for its equity, diversity, and inclusion efforts, including barriers to hiring, advancement, and inclusion in the labour market generally and within the Board more specifically. This should include sharing this report and the resulting action plan with employees and providing regular s with respect to implementation. SO Equity Other Recommendation 69: It is recommended that appropriate financial and human resources be allocated to implementing the Employment Equity Action Plan and leading the Board s employment equity efforts. Director of Education Other Recommendation 70: It is recommended that the Board conduct another ESR and Workforce Census in 5 years to assess progress and develop a new Employment Equity Plan. Director of Education 33