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Issue No. 14 September 2017

Diversity and Inclusion is an ongoing conversation in the hearts and minds of communities around the world. In communities, societies, and agencies across the globe, Diversity and Inclusion is reflected in legislation, rights and responsibilities, values, norms, languages, protocols, teachings, rites of passage, and daily living. Along the way diversity is met with welcome and inclusivity or barriers and exclusion. We are witnessing examples of both across the globe: barriers or walls resulting in conflict, leading to physical and emotional outcries of hurt and pain; and, catalysts for humanity resulting in welcome and refuge, leading to physical and emotional outcries of healing and love. In Edmonton Catholic Schools we continue on our daily path –

Walking together with hearts to love and hands to serve. We continue to take important steps forward— towards thriving, vibrant communities where everyone reaches their potential and puts their best foot forward. Our journey continues as we work together to build communities of welcome, acceptance, safety, caring, support, anti-discrimination, and inclusive language and actions. We lead with our values and beliefs – that we are all created in the image and likeness of God, that all human beings are sacred, to be treated with dignity and respect. We can teach and lead each other towards a stronger community where all are welcomed, valued, have a voice, and are seen and acknowledged. No one wants to be invisible. No one wants to be left out or ridiculed. No one wants to feel unloved. We all have a part and a role to play in cultivating inclusive communities. How will your heart love and your hands serve this year? How will you be a catalyst for change? “Faith, hope, and love abide – and the greatest of these is love.” 1 Corinthians 13:13

Be a Catalyst for Change

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Beautiful Hands

This book was introduced to administrators by Superintendent Joan Carr at the School Opening Catholic Leadership Meeting. Written by Bret Baumgarten and Kathryn Otoshi. this book is based on Bret Baumgarten’s experience of holding his children’s hands in wonder and asking them, “What will your beautiful hands do today?” The book asks 5 questions:

What will your beautiful hands do this year?

What will your beautiful hands reach?

What will your beautiful hands plant?

What will your beautiful hands touch?

What will your beautiful hands lift?

What will your beautiful hands stretch?

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Administrative Procedure 160

We all have responsibilities in cultivating inclusive communities. Our roles and responsibilities are highlighted below.

Background

God saw everything that was made, and indeed, it was very good. Genesis 1:31

Edmonton Catholic Schools recognizes that we are all created in the image and likeness of God. As such, all human beings are inherently sacred and must be treated with dignity and respect. All efforts to support the inclusive, safe, and caring learning and working communities within our District must be in accordance with the teaching of the Catholic Church and shall be grounded in the understanding of the person as a whole.

A nurturing inclusive community is one in which each person is welcomed, accepted, and supported as a child of God, therefore any discrimination is unacceptable and will be addressed.

All students, staff, and families of Edmonton Catholic Schools will be provided an inclusive, welcoming, caring, respectful, safe, and Catholic environment that promotes the well-being of all and fosters community support for achieving this goal.

Procedures

The District is committed to building nurturing Catholic learning and working communities that are inclusive and welcoming to all of their members. All efforts to support the inclusive, safe, and caring learning and working communities within our District must be accordance with the teaching of the Catholic Church and shall be grounded in the understanding of the person as a whole. As part of that commitment, the employees and students of the District will conduct themselves in a manner which is consistent with the following:

1. Build a Culture of Acceptance: Assistant Superintendents, principals, and other staff as designated from time to time shall:

• Communicate, monitor, and address all aspects of this procedure with their staff, student, and parents/guardians on an annual basis

• Provide regular messaging on inclusivity/discrimination prevention • Develop a resource pool/network with current and varied information on promoting inclusive, safe,

caring, and nurturing learning/working environments • Ensure that school conduct procedures, if applicable, are reviewed annually with staff and students

and that they explicitly address expectations for inclusive behaviors and language. • Take ongoing action to create and maintain an inclusive, safe, caring, and nurturing learning/working

environment Provide access to training on diversity and sensitivity

• Identify staff leaders for appropriate training on diversity and sensitivity

Commitment to Inclusive Communities in Edmonton Catholic Schools

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• Support the establishment of school clubs/groups/committees (School Act, s.16.(1)(a)), supervised by a teacher or administrator (School Act, s.16.1(1)(b)), that focus on equality and non-discrimination, social justice, peer support and human rights concerns from a Catholic holistic approach as outlined in the Lived Inclusion for Everyone (LIFE) Framework

Staff are expected to:

• Explore and model the theological understanding of inclusivity, that everyone is to be welcomed as they are, and of trending issues in a comprehensive and appropriate way, calling upon our District Chaplains and other resources to inform themselves

• Support students to help them develop an understanding of themselves as children of God, therefore fostering a sense of self-worth

• Model inclusive language and behaviors at all time • Hold each other accountable for their language and behaviors, and report instances of language and

behavior that result in exclusion or discrimination to their immediate supervisor.

2. Reporting Language and Behavior in Contravention of this Administrative Procedure

Assistant Superintendents, principals, and other staff as designated from time to time shall:

• Review and communicate annually the mechanism within their sites for reporting language and behaviors that result in exclusion or discrimination

• Thoroughly investigate all reports of language and behaviors that result in exclusion or discrimination in a timely manner

• Address all substantiated reports of language and behaviors that result in exclusion or discrimination in a timely manner

• Gather and respond to data on language and behaviors that result in exclusion or discrimination on an ongoing basis

In circumstances where parties feel that issues have not be adequately addressed at the school level, they may wish to review the following:

• Administrative Procedure 390 – Student and Parent Appeals of Decisions • Administrative Procedure 152 – Dealing with Parent-School Conflict Management • Any applicable Codes of Conduct • Administrative Procedure 171 – Appendix A - Respect in the Workplace - Employees • Administrative Procedure 171 – Appendix B – Respect in the Workplace – Contractors and

Volunteers • Administrative Procedure 171 –Respect in the Workplace Guide

3. Student Programming

The District shall: • Allow for Student Records to reflect the preferred names of students (ie: report cards, IPPS, and class

lists and PowerSchool: Teacher reports)1

1 A student who wishes to have his or her name changed on Alberta Education documents is required

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• Ensure that gender designations only appear in administrative databases (PowerSchool: Administration)2

• Support schools in an advisory capacity as requested in cases requiring special considerations for students

4. School Based staff shall: • Share information about students and/or parents only with staff members involved with providing

service to that student, always respecting the privacy and confidentiality of the student and/or parents

• Involve key advisors for consent (ie: consultants, mental health providers, medical providers, Family School Liaison Workers, classroom teachers, School Operations Services personnel) as needed in a family-centered case conference approach to programming for students who need special considerations

• Provide the agreed upon special considerations for students in a caring, pastoral and inclusive manner • Provide for the needs and physical privacy of students in a pastoral manner, with a view at all times to

maintaining their dignity and safety • Provide the option of single use washroom/change room facilities for staff and students whenever

possible • Consult with students and families with respect to accommodating individual needs, protecting the

privacy and confidentiality of students, and allowing students to participate in fieldtrips or overnight field trips without the requirement to disclose personal information to determine the best practice and rationale for all individual involved

• Determine best practice and rationale for all individuals involved with respect to student participation in curricular and extra-curricular activities including intramurals and athletics. Based on specific circumstances, educators address additional needs in consultation with the Principal and District leadership. Athletic eligibility for all high school students participating in school sports I determined by the Alberta Schools’ Athletic Association (ASAA, http://www.asaa.ca/resources/asaa-bylawas-oolicy) and/or local Division athletic associations. Eligibility at secondary level reflect criteria of these associations to ensure consistency and alignment

• Provide age appropriate education to student on inclusive language and behaviors permeated through all aspects of the school day/life

• Ensure that activities and practices that segregate or differentiate children based on ability, gender, or other characteristics are reduced to the greatest extent possible.

5. The Role of Students and Families

As part of the membership of Edmonton Catholic Schools inclusive community, the expectations of students and their families in all interactions that pertain to the District are that they:

• Conduct themselves in a manner that upholds the dignity and worth of all members of the school community

• Be aware of and adhere to their school’s Conduct Policy procedure 1. Report instances of language and behavior that is in contravention of this Administrative Procedure

to their Principal immediately.

2 Alberta Education does not require documented proof for change of sex or gender in their Student Information System (SIS) and Provincial Approach to Students Information (PASI) system. The District does not require documented proof for change of sex or gender or a medical diagnosis. See Administrative Procedure 160 for Reference materials

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To cultivate discussions on diversity, inclusion, and belonging consider some of these topics/ discussion points:

• As a classroom, dialogue and define the following terms (community, belonging, diversity, inclusion, equality, discrimination, racism, sexism, bullying, exclusion). In this discussion older students may begin to talk about phobias (homophobia, islamophobia, xenophobia, transphobia). You may need to unpack some terms through a number of lessons. For example, students will need to understand what the term ‘transgender’ is before they have a dialogue about phobias. Some students may have an understanding; however, you don’t want to make assumptions or experience misunderstandings without having clear Definitions. You can go to the Inclusive Communities website (on the portal) for vocabulary/definitions to help navigate conversations on gender diversity and sexual orientation. • Describe a time when you felt you belonged. How did it feel to belong? Why do you think you held on to that memory? Work in groups and

list answers on chart paper. Display charts around room and complete a Gallery Walk, where everyone walks around the room and reads the responses and talks with partners over the shared learning. • Describe a time when you did not belong. How did it feel to be excluded? What else do you recall about this memory? Work in groups and

list answers on chart paper. Display charts around room and complete a Gallery Walk, where everyone walks around the room and reads the responses and talks with partners over the shared learning. • What can we do as a community to cultivate belonging? Turning beliefs into actions is paramount as we learn to live and love alongside each other in community.

Classroom Circle Discussion Topics

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The following messages were captured on social media as communities took a stand recently against discrimination, phobia, exclusion, racism, and hate. Consider putting these pictures up on a screen and asking your students:

• What comes to mind when you see these images? • What do you think about the Canadian Football League designing t-shirts like the one below?

What do you think that message meant to CFL players and teams? CFL audience? The world? • Do these images call you to action? If so, what action?

The Power of Words

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This segment will offer the lyrics to songs that may provide opportunity for readers to:

• Provoke new insight on a topic • Make personal connections to the words or story told • Gain inspiration through storytelling • Practice your own storytelling skills through song – write your own song!

Peter Katz is a Canadian artist. After recent incidents in Charlottesville, USA Peter wrote this song. He dedicated it to the memory of Heather Heyer, who died as a result of clash and conflict. Here is Peter’s song – “Right and Wrong”

Right and Wrong by Peter Katz There is a right There is a wrong There’s no debating which is which Those days are gone There are not sides Of equal worth Cause there’s no value at all To hate on earth There is a right There is a wrong It’s been there all along It took such time For us to see it It took blood and tears and loss Till we received it But it’s decided The side that won You can’t change it now It cannot be undone What is right And what is wrong It’s been there all along Despite the layers And dirty cracks Despite the poison holding torches Trying to send us back There's too many people Who act from love Too many people

Who will always rise above Who know what’s right Who know what’s wrong Who’ve known it all along Those bloody pictures They are our shame But when you’re human Then you look and feel such pain And you ask questions And lose your breath More sure than ever From that tightness in your chest That there’s a right And there’s a wrong That’s been there along So let’s not worry While we cry Cause there is only one way out That we will find: Towards the light Away from wrong There’s no debating which will win Those days are gone There is a right There is a wrong It’s been there all along There is a right There is a wrong It’ll be there all along

Music and Lyrics

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This section will introduce resources that speak to the theme of inclusive communities. This month’s selection is: Creating Inclusion and Well-Being for Marginalized Students: Whole-School Approaches to Supporting Children’s Grief, Loss, and Trauma. Chapters include: • Loss and Grief in Our Schools: The Impact on Learning and Growth • Children and Poverty: Helping Them Learn • Immigration Issues in School: A Challenge to Learning and Living • Addressing Weight Stigma and Body Dissatisfaction: Impact on Student Health and Well-Being • Children With Incarcerated Family Members: Educators Can Help • LGBTQ Youth: What Is Their School Experience • Supporting Military Students With Separation, Loss, Trauma, and Death • Love, Try, One: Supporting Resilience in Students • Francis in the Classroom: A New Community Paradigm for Serving Children Living in Underserved Neighborhoods

Summary from Google.com

Book of the Month

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Join Edmonton speaker, activist, and actor Jesse Lipscombe at the inaugural “Make It Awkward” Summit on February 1-3, 2018. Click on the image above for details. Jesse Lipscombe created the ‘Make It Awkward’ campaign after experiencing racial slurs hurled his way while he was taking a walk in his neighborhood. The act was actually caught on video as he was in the middle of filming a commercial. The video went viral, which lead to conversations on social media and a meeting between Jesse and Mayor Don Iverson. From there the campaign “Make It Awkward” was born, inviting people to speak up when facing racism, rather than remaining silent.

VIEW this instructional video by educator Jim Knight on how to stop racist talk when you hear it.

Instructional Coaching Group | Courage | Jim Knight

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How can you bring articles, videos, topics into your classroom discussions on Diversity and Inclusion? Brainstorm with colleagues on ways to use Current Events to cultivate discussions on Inclusive Communities. Help youth navigate real life events that impact their lives and their well-being by providing a platform to talk and learn together.

Articles/ TV Segments/Blogposts

08-30-17: Global Edmonton | ‘Roasting’ is a New Cyberbullying Trend and It Has Experts Worried 08-29-17: Global Edmonton | Efforts Being Made to Bring More Diversity to Edmonton Police Service 08-29-17: Edmonton Journal | Opinion: Reconciling Painful History Involves Listening 08-19-17: Global Edmonton | Annual Hate to Hope Rally Focuses on Edmonton’s Most Vulnerable 08-24-17 |Blogpost: Girlboss | 5 Ted Talks To Watch When You Need Motivation 08-21-17: Global Edmonton | Pregnant Meteorologist Responds to Body Shamers: ‘My Body is Not Your Concern’ 05-08-17: CBC Radio – The Next Chapter| Why Kristen Kreuk Recommends Homegoing by Yaa Gyasi 05-08-17: CBC Radio – The Next Chapter| How Chelsea Vowel is Confronting Indigenous Stereotypes 08-28-16: CBC Radio – Unreserved | David Suzuki’s World View Profoundly Influenced by Haida Ties 08-24-17: Global Edmonton | This Social Media Star Lost 63,000 Followers When She Started Posting Body-Positive Messages 08-24-17: Global Edmonton | The Controversy Over Sir John A. Macdonald, Canada’s First Prime Minister, Explained 08-21-17: Global Edmonton | Teacher Asks Wedding Guests to Bring School Supplies for Homeless in Lieu of Gifts 08-20-17: Global Edmonton | Edmonton Police Officer, Paramedic, Firefighter Run Half Marathon in Uniform for PTSD Awareness 08-19-17: CTV News | Thousands Join Anti-racist Demonstration at Vancouver City Hall 08-19-17: Edmonton Journal | Julia Lipscombe: Important Time to Talk to Children About Racism and Prejudice 08-18-17: CBC Manitoba | ‘Always Speak Up’: 6th Annual Diversity Rally Has Message of Love in Wake of Charlottesville Attack 08-16-17: History News Network | A Professor of German History Explains the True Horror of Charlottesville 08-16-17: Global Edmonton | ‘Spread Love Not Hate’: Moncton Group Hiding Rock Messages of Love and Acceptance 06-13-17: Global Edmonton | Alberta and Edmonton See Highest Rise in n Reported Hate Crimes in Canada Education Articles PBL Blog | Building Empathy for the “Other” Through PBL MindShift | How Awareness of Cultural Differences Can Help Underachieving Students MindShift | How Schools Can Help Students Develop a Greater Sense of Purpose MindShift | 10 Realities About Bullying at School and Online The Mighty | Blogpost | How Community Support Groups Can Ease the Isolation of Mental Illness

Current Events Discussion Topics

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MindShift | The Funniest Back-To-School Pep Talk You May Have Missed MindShift | Why Teachers Say Practicing Mindfulness Is Transforming Their Work MindShift | Empathy is Tough to Teach, But One of the Most Important Life Lessons MindShift | How Making Kindness a Priority Benefits Students MindShift | How Trauma-Informed Teaching Builds a Sense of Safety and Care Blogpost | The Principal of Change | 5 Questions to Ask Your Students to Start the School Year The Washington Post | Why Self-Care is an Important Part of Parenting, and How to Make Time for It

Educational Videos

TED Talk| #makeitawkward | Jesse Lipscombe Instructional Coaching Group | Courage: How to Stop Racist Talk When You Hear It | Jim Knight

Social Media

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Social Media The following Social Media snips have video embedded in the hyperlink:

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A Message from Education Minister David Eggen