Topic: Provincial Education Priorities - Keeping Schools Safe and School Resource Officer Program

Timing/Format: Full day, in person at Clarksdale Public School

Description: School teams will review policy requirements and supports for safe schools regarding the Provincial Code of Conduct, violence prevention, violent incident reporting and debriefing, gender-based violence and the Provincial Model for a Local Police/School Board Protocol. The content will include the role of police in providing high-quality, age-appropriate educational public safety presentations to students on subjects such as cybercrime, human trafficking, road safety and more. Information will be provided about the role of police in the school community, to support trust building between educators, policing services, students and parents/guardians. For schools currently in the School Resource Officer (SRO) program, a summary of the program's structure and objectives will be reviewed. Suicide prevention and intervention will also be reviewed. 

Staff will also engage in collaborative learning with teams about Outdoor education and how Outdoor Education can be integrated into all classes and subject areas.  

Facilitators: ​Learning will be led by principals and vice-principals and school-based staff, supported with materials and guidance from central departments including Student Mental Health and Well-Being, Safe Schools and Special Education.

Learning/Delivery Method: Whole group presentations and small group work

Topic: Provincial Education Priorities - Tackling Racism & Keeping Schools Safe 

Timing/Format: Full day, in person at Clarksdale Public School

Description: School teams will engage in learning focused on how to create supportive classrooms and schools free from discrimination in any form. There will be a particular focus on antisemitism, anti-Black racism, Islamophobia and racism towards Indigenous communities. Learning will equip educators to uphold human rights, as required by the Ontario Human Rights Code. The Ontario curriculum program planning information on the instruction of Human Rights, Equity and Inclusive Education, which is applicable to all grades and disciplines, will be reviewed.

School teams will review practices, policies/procedures and resources to support Student and School Safety using resources prepared by central departments. The content includes:

• bullying prevention and intervention, duty to report children in need of protection to the Children’s Aid Society, information about child sexual abuse prevention and reporting.

Staff will engage in collaborative work on effective instructional strategies and resources in literacy and math, diagnostic and formative assessment practices.

Facilitators: Learning will be led by principals and vice-principals and school-based staff, supported with materials and guidance from central departments including Indigenous Rights and Education and Human Rights, Equity and Inclusive Education departments. 

Learning/Delivery Method: Whole group presentations and small group work

Topic: Assessment and Evaluation Activities

Format: 

• Elementary only

• Full-day, in-person or remotely 

Description: Elementary educators will be engaged in assessment and evaluation activities including report card writing. This is time designated by the Elementary Teachers’ Federation of Ontario (ETFO) collective agreement.

Facilitators: 

• Self-directed day for teachers

Learning/Delivery Method: 

• Individual work time

On Friday, February 13, our staff are partnering with another school to participate in Part 1 of the Collaborative Problem Solving (CPS) Training. This professional learning is focused on an evidence-based approach designed to support students’ social, emotional, and behavioural development by helping them build skills such as emotional regulation, flexibility, frustration tolerance, and problem-solving.  

CPS was developed by Dr. Ross Greene at Massachusetts General Hospital and aligns with the Halton District School Board Multi-Year Plan, which emphasizes student well-being, inclusive learning environments, and conditions that allow every learner to thrive. Research and practice consistently show that learning is most effective when students feel safe, calm, and connected. By strengthening our shared approach to CPS, staff are intentionally creating the conditions necessary for learning to occur.

CPS focuses on understanding that children do well if they can and when students struggle to meet expectations, it is often because they are still developing certain skills. Through CPS, adults work collaboratively with students to listen to their perspectives, identify concerns, and develop realistic and supportive solutions. 

What does this mean for your child?

• Educators will use consistent strategies to help students solve problems and navigate challenges.

• Students will be supported in building skills for communication, self-regulation, and collaboration.

• Our school environment will be one that is focused on building and strengthening positive relationships across the school community, supporting learning and well-being for all.

We are excited to continue this important work in partnership with our community and appreciate your ongoing support. Part 2 will continue on the April 24 PA day as this is a 12 hour training.