As per course,
"Read and Review:
Ontario Labour Relations Act
Ontario Employment Standards Act
Ontario Human Rights Code (Specifically Protected Grounds)
With the repeal of Regulation 274, School Boards in Ontario are required to develop new hiring policies. Reg 274 focused on seniority as a hiring mechanism, in order to prevent and/or mitigate nepotism. In its absence, Boards have spent the last year developing new hiring policies. One of the critical considerations in these policies is reflecting a more diverse workforce and ensuring that underrepresented populations are competing on a leveled field. There are many approaches to doing this including:
Adding ‘bona fides’ in cultural knowledge and experience to the scoring rubrics
Including ‘lived experience’ in a culture or protected ground
Behavioral interviews
In behavioral interviews, many hiring teams are looking for individuals who are able to apply their philosophies in school settings and can demonstrate that application through explicit examples. This opens up the opportunity for one to highlight emotional intelligence skills, decision making processes and frameworks, conflict resolution skills and a chance for candidates to highlight their abilities in story. This contributes to more equitable decision making than a ‘checklist’ of established norms and look fors, which can often be influenced by white, western-centric norms.
Research and review your Board's current hiring policy for teachers. Comment on any of the three equity centric approaches discussed above, or others that you notice. In what ways does it support Human Rights and Employment legislation in Ontario?
Next: One critical way of preparing for these types of interviews is to reflect on your experiences while realizing your philosophy in action. Provide a recent example of when you realized your philosophy into action. Be sure to include how your example aligns with either the Public or Catholic Vision, Mission, BIPSA and Ministry priorities to which you are applying.
Consider a story that is an explicit example of your leadership philosophy in action.
As previously discussed (and outlined in the MFIPPA), please remove all identifying factors as you compose."
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As per discussion,
"At a private board, while overseas, many of our candidates are interviewed online. It has been discussed before about asking candidates about presenting videos of teaching moments/exemplars with contextual lessons/lesson plans prepared, however there is a a lot of difficulty and concern with doing this, especially with the complexities of the COVID-19 situations.
Moving forward from COVID-19, we are currently opening the opportunities for candidates who are already within China to come in personally for the interview and have an opportunity to walk into a classroom and observe for context. Thereby after, if they like what they see, they may prepare to come in for a lesson demonstration 35-40 minutes.
This is something that is sensitive and in the works, the most difficult part about it, is that many candidates are coming from overseas, further to difficult the situation is that we are looking specifically for OCT certifed/certifable teachers. Usually this is a very difficult criteria piece to meet.
In the 'international curriculum' program, it seems as though this is something done a 'lesson demo' in a classroom of familiarity. I have not been apart of this process thus far, but considering the context of the situations to teacher's areas of interest, focus and story-telling through interviews is still very much what is done in the current situation.
In one immediate identifier, I know I am upholding the vision of the school with regards to a particular area of school vision, 'Our students are recognized and respected as unique individuals, and their successes reflect our own dedication to providing a high quality, well-rounded education. At the* Academy, we remain committed to our students, our parents, and our philosophy'. In a situation, a student in one stream had worked with a student in another stream (new to the class) who had been fortunate enough to find themselves in an opportunity that allows them to demonstrate their abilities in an area that required more aptitude to their English proficiency in written venacular. In the progression through the task comments are made by the afformentioned student who had been working together with the student who had been fortunate enough to move into another stream. The comments encompassed discrimination towards an assumed previous learning experience of the student who was new to the class. Comments were made verbal and aloud in which others who could speak the same language were capable of identifying what transpired. No initial upset or disruption was made because of the way it was said, 'condsending and bias' were the descriptors given when I inquired. Thereafter investigating, inquiring and note-taking, we established a zone of discussion, to reinforce the need for positive communication where in which we revisited our established classroom norms and evaluated where misconceptions/bias may have originated and have been working towards a path of growth from the situation mindfully without further publicizing the students involved.
I believe that in my reach as a lead teacher, I am continually establishing these norms between teachers and their classrooms by reinforcing the need to be mindful of the cultural relevance and response needed as a teacher in an overseas classroom. In the way of moderation, we here in particular at our school have not established an official policy of moderation or alignment among teachers, but we are first modeling and surveying the local epistemologies with the that of our expectations of learning environments to find a ground of commonality to establish such policy. This applies from the basic needs for transparency between students, teachers, parents and homeroom teachers on a general level to the respect of needed time for teachers to unplug from the office. Previously discussed was the right to unplug mandate by the Ontario government as included in Employment Standards Act 2022. We have initiated written policy for teachers to have the right to turn off notifications to communications that are outside the realm of 'working hours' as they pertain to concerns from outside of the scope of periods of time in which immediate contact must be made with regards to administrative follow-up on student academic documentation."
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