Equity Action Plan
At WCDSB, we recognize supporting diversity and engagement is the right thing to do for our students and communities. This commitment is woven throughout our values and vision; our schools are the hearts of their communities, providing success for each and a place for all. We know we are at our best when we embrace the full spectrum of humanity, regardless of what we look like, where we come from, or who we love.
The WCDSB Equity Action Plan aligns with the Ontario’s Education Equity Action Plan (2017) and the Ontario Human Rights Code. This Equity Action plan focuses on four priority areas:
The Truth and Reconciliation Committee issued 94 Calls to Action to “redress the legacy of residential schools and advance the process of Canadian reconciliation.” The proposed actions call on all levels of government and other institutions to repair the harm caused by genocide, residential schools, and more than 150 years of inhumane child welfare policies (e.g., 60s Scoop; millennial Scoop) by engaging in the process of reconciliation.
At WCDSB, we are committed to responding to the Calls to Action. Primarily we raise awareness of the history and creation of the residential school system and its devastating legacy. The K-12 Indigenous and Equity Consultant and the First Nations, Métis, and Inuit Representatives offer teaching resources and educational curriculum in all schools. The Indigenous curriculum is mandated by the Ontario Ministry of Education. Students are exposed to age-appropriate curriculum on residential schools, treaties, and contemporary and historical experiences of Indigenous peoples within Canada. Teachers integrate Indigenous knowledge, ways of thinking, and teaching methods in classrooms, including the Seven Grandfather Teachings.
Click here to view the First Nations, Métis, and Inuit WCDSB website.
The Seven Grandfather Teachings are a set of Anishinaabe guiding principles. They provide us with the tools for how to live a good life in peace. These principles have been passed down from generation to generation for thousands of years through stories and ceremonies. Below is a summary of the principles. Please note, you will see the Anishinaabemowin word “win” throughout the teachings. “Win” means “a way it is done.”
Zaagi’idiwin (Love): Love must be given freely and is unconditional. When we love freely, it comes back to us. It is mutual and reciprocal. It is between all of Creation, humans, and non-humans. Love is represented by the eagle, who can travel over great distances and carry love and all the teachings to the four directions of the Earth. “Zaag” means “to emerge, come out or flow out” and “Idi” means “in a reciprocal way”.
Debwewin (Truth): Truth is speaking only about what you have lived or experienced. You should not deceive yourself or others. Truth is represented by the turtle, who was here during the creation of Earth and carries all of life’s teachings on his back. By living in a thoughtful and conscientious manner, the turtle knows the value of both the journey and the destination. “Deb” means “to a certain extent” and “We” means “sound through speech”.
Nibwaakaawin (Wisdom): To live with vision. Wisdom is to be used for the good of all people. To cherish knowledge is to know wisdom. Wisdom is represented by the beaver, who uses its natural gifts of sharp teeth wisely to cut logs and branches to build dams. “Ni” means “the soul within” and “Waa” means “pertaining to sight” and “Kaa” means “an abundance”.
Dabasendiziwin (Humility): Humility is to think lower of oneself in relation to all that sustains us. It is to know yourself as a sacred part of Creation. You are equal to others, but you are not better. Humility is represented by the wolf, who are social animals that live in packs. They work in cooperation with each other and for the greater good of the pack. “Dabas” means “low or lower” and “End” means “pertaining to thought” and “Izi” means “state or condition”.
Manaaji’idiwin (Respect): Go easy on one another and all of Creation. Respect is mutual and reciprocal – in order to receive respect you must give respect. Respect is represented by the bison. The bison was at one time a significant resource for Anishinaabe people, giving every part of itself to sustain human life for food, clothing, and shelter. “Manaaji” means “to go easy on someone” and “Idi” means “in a reciprocal way”.
Zoongide’ewin (Courage): Courage is to face your foes with integrity and do what is right even when the consequences are unpleasant. Courage is represented by the bear. The mother bear has the courage and strength to face her fears and challenges while protecting her young. “Zoongi” means “solid, strong” and “De’e” means “a form of heart”.
Gwayakwaadiziwin (Honesty): Be honest in your words and actions. Be honest first with yourself, and you will more easily be able to be Honest with others. Honesty is represented by the raven. The raven accepts himself for who he is and does not look to try to be like others. “Gwayak” means “correctly, straightly, and rightly” and “Aadizi” mean “one lives”.
WCDSB recognizes systemic discrimination and oppression exists in our society. Isms and phobias such as classism, sexism, racism, ableism, homophobia, transphobia, anti-Semitism, and Islamophobia occurs on four levels. Specifically, these isms and phobias exist at the individual, interpersonal, institutional, and structural level.
Levels of “Isms” and “Phobias”
Structural: A system in which public policies, institutional practices, cultural representations and other norms work in various, often reinforcing, ways to perpetuate oppression.
Institutional: Discriminatory treatment, unfair policies and practices, and inequitable opportunities and impacts within an organization.
Interpersonal: The expression of beliefs, prejudices, and ideas that coveys the superiority of one group and the inferiority of another group.
Individual: Privately held beliefs, prejudices, and ideas about the superiority of one group and the inferiority of another group.
Equitable education systems are fair and inclusive. They support their students to reach their learning potential without introducing barriers or lowering expectations. Equity implies personal or socio-economic circumstances, such as gender, ethnic origin and/or family composition or background are not obstacles to educational success and outcomes.
Equitable and just outcomes often require differential treatment and resource distribution to provide access to all individuals and communities. This requires recognizing and addressing barriers that lie within our school system and beyond.
Systemic equity is a complex combination of interrelated elements consciously designed to create, support and sustain social justice. It is a dynamic process that reinforces and replicates equitable ideas, power, resources, strategies, conditions, habits and outcomes.
Our Vision
Leadership, Governance, and Human Resources
We wish to ensure the diversity of teachers, staff, and school system leaders at Waterloo Catholic reflect the diversity of the student and families who choose our school board.
School and Classroom Practices
We wish to ensure our school and classroom practices reflect and respond to the diversity of all students and staff.
Organizational Culture Change
We wish to ensure our school leaders, educators, staff, and students remain committed to creating and sustaining environments that support an equitable and inclusive education system.
Data Collection, Integration, and Reporting
We wish to ensure we collect meaningful data to provide a clear picture of who are students and staff are. We will use the data to make data-driven decisions to precisely address the barriers to student success.
As WCDSB looks toward its Catholic Faith and Catholic Social Teachings as the foundation of our teaching, learning, and growing, it is fitting that our equity action plan mirrors our 2022-2025 Pastoral Plan. The board’s commitment to these guiding principles is embedded in everything we do. Our faith is not merely a part of our identity; it is the very essence that shapes our actions, decisions, and interactions within our educational community. WCDSB is compelled to strengthen its commitment to our Black students and their families, so each student can prosper and reach one’s full potential. Below are the specific actions we will take to support Black students and their families at WCDSB.
It is incumbent on WCDSB to explicitly include the 2SLGBTQIA+ communities who are equity-seeking in our action plan. Thus, in concert with the 2022-2025 Pastoral Plan, WCDSB will ignite the hope of equity for our 2SLGBTQIA+ students (and their families) and our staff. Ezekiel 20:47 states, “Thus says the Lord God, I will ignite a fire in you.” At WCDSB, we are the People of God, discerning out mission to serve, ignited to be pilgrims of hope. We hope all people and communities in God’s world will achieve equality and be harassment free, including members of the 2SLGBTQIA+ communities.
We have staff, students and community members who identify as part of the 2SLGBTQIA+ and they deserve a safe space to work, learn, and thrive. Below are the specific actions we will take to support the students who identify as part of the 2SLGBTQIA+ communities and their families as well as our 2SLGBTQIA+ staff.
