Annapolis Valley Regional School Board

Administrative Procedure - AP 102.1

Subject: *RCH - Foundation Statements

The Superintendent of Schools shall advise all supervisory staff who have responsibility for writing and/orreviewing Race Relations, Cross Cultural Understanding & Human Rights (RCH) policy drafts that the RCH Foundation statements and the Education Act (which asserts certain humanitarian values with respect to education) must be reflected in each subsequent RCH policy. Before approval of an RCH administrative procedure, the Superintendent of Schools shall ensure the Foundation statements are reflected, or at least not contradicted, in its wording and intention.

1. The Directors of the Board's three administrative Departments shall ensure equitable practices are followed in the operation of their respective departments, within the Regional Office and within each of the schools.

2. The director of Human Resources shall ensure equitable hiring and supervisory practices are established.

3. The Superintendent of Schools shall ensure school and regional administrators provide opportunity for input from employees, students, school and community organizations regarding the elimination of discrimination in the region and the areas served by each school.

4. The Superintendent of Schools will be responsible for the implementation, monitoring and revision of the administrative procedure

5. The administrative procedure shall be monitored annually.

(i) Assessment for Student Placement

1. Ensure all assessment and programming practices are administered without bias, stereotyping, prejudice or discrimination.

2. Ensure assessment of students on formal evaluation, informal evaluation, observed growth and verifiable achievements assessment for student achievement is carried out without prejudice and stereotyping.

3. Ensure all student programming recommendations are based on educational assessment. The assessment and recommendations will be determined from several sources including testing/evaluation, counselling, interviewing, parental involvement and teacher input. Students from 'identified groups' (in particular from Mi'kmaq peoples, African-Canadians, racially visible peoples, women, and persons with disabilities) may require particular consideration with respect to: - assessment procedures - integration procedures - placement/course selection - career option - testing/evaluation - materials - interviewing - monitoring - counselling - parental contact

4. Ensure all reporting procedures used to report and record the results of these assessments will also identify any particular consideration made in the administration of this assessment tool

(ii) Strategies For Development of Understanding & Respect For Ethnicity

and Cultures

1. Encourage schools to sponsor positive and proactive programs, activities and/or events to increase understanding and respect for ethnicity and cultures

2. Develop a fair, objective process for addressing Race Relations, Cross Cultural Understanding and Human Rights concerns or objections which may be raised by staff, students, parents/guardians or members of the community

(iii) Selecting & Development of Learning Resources

1. Develop and implement strategies that move toward the eradication of racism, sexism, cultural bias and stereotyping from all curriculum, textbooks, audiovisual and other resource materials

(iv) Responding To Harassment

1. Ensure there is a provision of appropriate counselling services to all victims of harassment

2. Ensure all incidents of harassment are reported to the RCH Consultant

3. Ensure there are appropriate administrative procedures and professional development opportunities to help eliminate all forms of harassment

4. Ensure all complaints of harassment have an immediate and significant response without fear of reprisal

5. Ensure a balance of proactive or preventative measures and reactive measures

(v) Hiring/Promotion Practices

1. Work towards a qualified labour pool which reflects the diversity society, labour pool comprising potential candidates for employment positions with the Board who reflect the racial, ethnic, ability/disability and gender` composition of the region

2. Give serious consideration to applicants from the following groups: First Nations peoples, people of African descent, racially visible peoples, women, and persons with disabilities Utilize members of local cultural groups in their professional development activities where applicable. This should not be limited to activities which are specifically related to diversity

(vi) Affirmative Action/Employment Equity

1. Establish an environment supportive of the principles of Affirmative Action where appropriate and Employment Equity which would attract and retain members of designated groups and encourage individuals to self-identify

2. Develop and implement programs to sensitize board members, employees, students and communities to the particular employment-related needs and experiences of First Nations peoples, people of African descent, racially visible peoples, women, and persons with disabilities.

3. Analyze the representation and distribution of designated groups within the Board employee groups in order to identify areas of under-representation

4. Analyze employment systems to identify any adverse impact on designated groups;

5. Consult with designated representatives of employee groups and stakeholders during the implementation of employment equity policy

6. Develop an on-going action plan that includes effective measures to correct identified imbalances and inequalities. The action plan must contain quantitative and qualitative objectives, activities, time frames and monitoring mechanisms

7. Identify and work towards objectives (which can be quantified numerically) related to the representation and distribution of designated groups, as defined by the Director of Human Resources and RCH Consultant.

8. Review all curricula to ensure that they reflect contemporary gender roles and roles of First Nations peoples, people of African descent, racially visible people, women and persons with disabilities

9. Identify and support, in an active and planned manner, persons from targeted groups seeking employment or promotion with the board

10. Provide access to professional development opportunities for targeted groups to ensure members of these groups have access to positions of leadership

11. Provide mentorship opportunities in order to develop the potential of targeted employees interested in seeking leadership roles;

12. Monitor, evaluate and report annually on the results of the Affirmative Action/Employment Equity Policy to the Human Resources and RCH Review Committee

(vii) Research

1. The RCH Coordinator, under the direction of his/her Director shall carry out continuing research on the application and degree of success of its Race Relations, Cross Cultural Understanding and Human Rights policies

2. Research data will be confidential and its access limited to authorized personnel.

3. A data base will be developed on a designated group or groups of students, selected by staff of the Programs and Services Department for the purpose of addressing inequities, to assist with

   - assessment and programming of such students

   - assessment of educational programming

   - to assist with guidance and counselling for such students

(viii) Staff and Student Training

1. Inservices for Board members, students and employees in the areas of RCH shall be provided on an ongoing basis.

2. Employees and students shall be made aware of their responsibility in the areas of Race Relations, Cross Cultural Understanding and Human Rights.

3. Within the limits of the Board's budget and resources, student and employee groups attempting to address the areas of staff and student RCH Training shall be provided Support and financial assistance.

4. Utilize members of local cultural groups in their professional development activities where applicable. This should not be limited to activities which are specifically related to diversity.

(ix) School and Community Relations

1. Staff will work towards the development of strong partnerships with parents, students, and residents of the area which it serves, as well as other public institutions engaged in education through open communication of information and professional development.

2. Staff and the Board will work towards increasing liaison with other School Boards, communities, parent groups and government agencies committed to the improvement of Race Relations, Cross-Cultural Understanding and Human Rights.

(x) Student Guidance & Support

1. Establish a formal procedure for prioritizing the needs of the designated groups in the school region

2. Implementation of initiatives and/or strategies for the designated groups will be determined through the above prioritizing procedure and budget/resource limitations

3. Implement appropriate communication procedures to ensure on-going consultation with the designated groups

4. Ensure guidance personnel provide information to students on available special programs, e.g., scholarships, bursaries and other initiatives.

(xi) Monitoring/ Process

1. The Superintendent of Schools will be responsible for the implementation, monitoring and revision of the administrative procedure.

2. Should there be any significant changes to the policy and administrative procedure, the Superintendent of Schools in consultation with the Policy & Planning Committee shall seek input from the Directors and Board committees (Standing Committees, RCH Committee), schools and parental and other organizations/groups and individuals that may be affected by the changes. Any recommended changes will go forth from the Policy & Planning Committee to the Board for approval.

3. The administrative procedure will be monitored annually