On the PD Day, we had some candid, anonymous conversations about Learn.Disrupt.Rebuild. Anna Wills and Reg Varghese grouped and responded to common concerns that staff voiced and offer support, and Sarah Bentham added these to this website.

You certainly aren't alone! Here are some of the responses from the Padlet:

• I haven't started yet. I'm overwhelmed by my regular curriculum. I've been trying to read through it...at 2 am, when I finally stop marking! I can't handle this. Am I going to get in trouble?

• Not comfortable with the material so I haven't started.

• I haven't started. I'm scared.

• Haven't started. Trying to find a place that allows for time (don't want to rush them in a 40 min period)

• haven't started

• I hesitate because my learners are lower level learners and the material from the board is too difficult for them.

Here are some great ideas suggested by AHS Staff on the Padlet in response to the prompt: What does LDR look like in your classroom if you have started the work?

• working as colearners rather than a teacher and class

• More meaningful conversations when talking about issues more broadly (eg stereotyping but around age rather than race). It was easier when not talking about race.

• Being able to modify the slides to use more "normal" language that is understood by students and ME

• Students enjoy learning about it, but are reluctant to join the conversation

• I think that some of the positive work has come from places other than the classroom... for example, the art that has come from students during February. The displays in the hall are amazing.

• Rarely does it follow slides from the HUB exactly. I just take the theme and adapt it to my own classroom.

• Luckily the content fit into my curriculum about identity and so we were able to include the discussions as part of that unit.

• When having difficult conversations, I try to also include an alternate version that is easier to talk about. For instance, when the conversation may focus on gender, religion,... you can also include other descriptors that students may find easier to talk about such as being "nerdy"

• My Caucasian students participate and anyone of colour hides in the background

• Kids appreciate having a structure to follow (eg using a Padlet) to help them share their ideas

• Sometimes I say "I don't know" because I don't. It has been okay to let some thoughts sit for further reflection.

• Is there someone who can help me do this? I don't know how to start. It's not my forte.

• Is there someone else who can do this for me? I don't know what I'm doing. I am afraid.

• It could benefit many teachers if they could co-teach?

• If we're already covering this content in our own curriculum and course content, do we still have to use the modules, specifically?

• Why did the Board not create videos for these as a discussion point?

• Would like a video to use as an entry point.

• If the Board feels these modules are imperative, why didn't they create videos that could be projected in an assembly?

During our department time, the English Department gathered resources that are housed on this website! Check it out by clicking HERE! The videos are even grouped by module, so there's something for every topic!

Do you have an awesome video or resource to add? Please email Sarah Bentham and I'll add it!

Additionally, there is a shared folder into which resources will continue to be populated. Please click below and add the site to your favourites:

LDR Resource Share

Finally, for those of you who want to co-teach or want someone to help, Chris Powles has offered to virtually visit your classroom to do just that! Please contact cpowles@hwdsb.on.ca for support!

We hear and recognize the voices worried about what is being heard and shared outside of our "walls".

• saying something that might trigger a response. Not knowing what to do then, or want to be responsible for that.

• Parents listening in then saying the wrong thing and all of a sudden you are getting into some sort of trouble for it

• Saying the wrong thing that may upset a student/parent. Not being educated enough to hold meaningful conversations about some of the topics.

• I feel unprepared to have these conversations with students. I don't want to say the wrong thing or have a student say something inappropriate or not take it seriously.

• judged by others...not knowing who is listening on the other side of the computer (remote learners)

• Not realizing I've said the wrong thing and being made fun of

• Having a student say something inappropriate and the fallout that would happen because of that

• saying the wrong thing and someone being upset/offended

• my employer will not back me up if I say something that is perceived to be offensive

...one of the leads in the writing of the LDR modules and current HWDSB consultant:

This is the law to support human rights. The law is behind us, the Board is behind us, our curriculum is behind us, Human rights are behind us. If you are not using the LDR resources, then what are you doing to address anti-racism education? The LDR modules are designed to allow teachers to use their professional development to gear the resources to their classes. Students want us to be authentic. “The lessons have ALL you need to ensure the information is accurate”. If you get to a lesson that you are unfamiliar with say “I don’t know”. Educators are encouraged to read through the modules prior to delivering the material.

The very fact that we can complain about the colour scheme, format, etc of the modules is a place of privilege.

A large group assembly is often the least personal method to deliver material that is deeply personal. The LDR themes are not about content. They are to start discussion and move thinking. The best ways to meet the standards of ethics of OCT is to work in the small classroom setting through the LDR modules.

“Just step into it!!” Don’t expect to grapple with it all. This is the LAW. Mandated by Board and OCT.

Look at the feelings. Why are you reluctant to let go?

Additionally, a letter and infographic went home to all HWDSB families. Parents know about and anticipate LDR lessons and/or connections in their students' classrooms.

HWDSB has vetted LDR lessons. If a challenging situation were to arise (as they can for any subject), teachers can say "I don't know. I'll ask someone and get back to you." Admin and HWDSB will support.

Many staff feared unintentionally harming/hurting students by the words and/or images shared through the modules or discussion:

• accidentally harming a student

• triggering a student

• it may be too overwhelming for some students

• saying the wrong thing and someone being upset/offended

• Not doing justice to things that are so important

• Feel uncertain on how I can be supportive and also a guide to positive discussions

The LDR team really encourages you to allow students to opt out of discussions that may be harmful or hurtful to them. A message at the beginning of an LDR session may be all it takes to support the vulnerable students and allow them to be in charge of their participation.

• I have no training

• Not having the background knowledge to answer questions and lead discussions that may arise

• Not feeling confident delivering the lesson as we haven't been trained

• I feel uncomfortable speaking about other people's experiences and lives

• Way outside my lane

• I am a white male. I'm not the person to be delivering this content. Through no fault of my own, I feel unqualified to lead this.

• Also as a white male, feel like I am identified as the privileged oppressor.

• No training and I'm not a minority.

• While male here. I am totally SEEN as the MOST unqualified presenter for this kind of thing. Doesn't matter who I am or what my thoughts are.

The LDR modules are designed for teachers to offer to students "as is" without training. However, teachers, as they wish, may also edit the files to fit their own context. Being a LDR content expert is not an expectation for classroom teachers.

Real harm is being done when we don't engage in this work. No matter our backgrounds or identities, we can work toward antiracism and equity. We aren't expected to be experts - be a co-learner and know that it is okay not to have all of the answers. Expecting antiracism work to be carried only by those who have experienced racism is unfair and unsustainable.

Below are a few sobering headlines that may put some of our work in perspective. If we don't start today in some small way, these headlines persist and nothing changes. We can't afford to let our discomfort delay equity work.

Below are a few sobering headlines that may put some of our work in perspective. If we don't start today in some small way, these headlines persist and nothing changes. We can't afford to let our discomfort delay equity work.

Some Q and A:

Q. I don’t see any connections between LDR and my subject area. Do I really need to spend time on LDR topics?

A. Yes. Ontario Curriculum has many connections between well-being and learning. Lessons included in Learn. Disrupt. Rebuild@HWDSB align with the Ontario Curriculum across several subject areas, as articulated within the Considerations for Program Planning (i.e. front matter) applicable to all curriculum documents, Grades 1 to 12.

Check out the connections across all departments.

Q. Now that we are Rotation 2, which teachers are meant to deliver LDR lessons?

A. Short answer = anyone and everyone. However, as a general trend, Rotation 2 face-to-face teachers are encouraged to intentionally use LDR lessons and themes in Modules 1 and 2.

A. Longer answer = When HWDSB rolled out LDR in September, it was stated at the time that face-to-face teachers would be sharing LDR content with students. The thinking was that teachers in the 145 minute periods would possibly have more time available to blend LDR into their lessons. In many cases, this anticipation proved to be true. However, some courses where ‘hands-on’ lessons (i.e., phys ed, art, tech etc) were extremely important and time-precious, teachers found it more helpful to move LDR to the 40 minute remote slot. Both approaches are wise and acceptable.

Note also that some Rotation 1 teachers had such positive experiences with LDR and their face-to-face students, that a sense of connection developed and has become valuable. Now that Rotation 2 has started, these same teachers want to continue the conversations ‘in community’ with the students they already know and with whom they have established trust. This approach is also totally acceptable.

Q. If teachers from Rotation 1 face-to-face classes did some or all of the Modules 1 and 2 LDR lessons, won’t that cause problems if teachers in Rotation 2 do the same lessons?

A. It’s always OK to revisit LDR content. If there is a direct repeat from a previous rotation, teachers can offer reviews and ongoing reflections, or even add additional context connected to the Rotation 2 subject. We know that not all students in Rotation 1 experienced LDR lessons, so there may be few instances of overlap. Further, new groupings of students may have different ideas to offer, and LDR is not a ‘one and done’ learning. It’s ongoing. As a general trend, Rotation 2 face-to-face teachers are encouraged to continue working on Module 2 lessons and themes.

Q. Is there a good prompt that Rotation 2 face-to-face teachers can use as a starting point?

A. Yes, a simple diagnostic question can surface what students might have learned in Rotation 1. For example, “What ideas did any of us talk about in Rotation 1 that relate to: racism, bias, identity, anti-racism, coping in COVID, stress, self-care, intersectionality, brave conversations, stereotypes, loss and grief because of COVID, why we physically distance?"

Q. When will Module 3 be available?

A. We are not sure. The LDR writing team of educators from Elementary and Secondary are right now taking feedback right now, and they are adapting Module 3 with many suggestions in mind. So, for now, just stick with Module 2 or go back to Module 1 if that makes sense.

Q. I feel really uncomfortable answering questions about racism, stereotypes, and intersectionality. What should I do?

A. Consider ways to let your students know that you don’t know the answers. That is part of the LDR message, that it’s OK to have questions and it’s OK to not know. But it is OK to be curious and attentive to the reality that we need to engage in equity-related learning. Say, “I don’t know. But let’s learn together.”

Q. If LDR is so important, why didn’t the Board prepare videos and present them in large grade or all-school assemblies so that everyone gets the same message?

A. HWDSB studies best practices for how people learn. There is significant evidence that large ‘talk-at’ style assemblies are one of the least effective ways to promote learning. Therefore, HWDSB prepared, approved, and vetted LDR modules/lessons that can be used in small classes where the potential for conversations and questions is optimum. The relationships teachers have their own student is far more impactful than strangers talking by video. The risk is low to teachers since the content is board-approved, but the possible impact for students is much higher since teacher-led conversations are more likely to happen.