What do the Community Support Workers (CSW) do?
Develop, engage and participate in local and system-wide parent and community development initiatives that close achievement and opportunity gaps.
The Community Support Workers (CSW) are assigned to Model Schools. They support school and system initiatives relating to: community outreach/networking, parent engagement, equity, inclusive schools, literacy, numeracy, tutoring/mentoring, interventions for students, and school community safety.
Connect with your CSW.
What is a Model School?
A Model School is one of over 150 inner city schools as determined by the Toronto District School Board’s (TDSB) Learning Opportunities Index (LOI).
The Model Schools for Inner Cities program is fundamentally rooted in a strength-based approach, aimed at increasing access, opportunities and achievement for all students. When students, teachers, families and communities work collaboratively to create positive change, student achievement, well-being, and engagement are increased. See the 10 Year Anniversary Report.
Alignment with TDSB Multi-Year Strategic Plan
Build Strong Relationships and Partnerships within School Communities to Support Student Learning and Well-Being
We will strengthen relationships among our students, staff, families and communities to create a culture that supports all students and leads to improved learning and well-being.
We will involve parents/guardians in the school improvement process to ensure their voices and perspectives inform our work.
We will continue to build both formal and informal community partnerships to support the needs of all students and families.
We will continue to create an environment of shared leadership where everyone’s expertise and experience is invited and every voice has influence.
What is our goal?
To strengthen the processes by which all parents and caregivers have opportunities to contribute to the direction of the Board and their local school’s improvement planning efforts. To strengthen engagement of all stakeholders as we determine and implement systemic and equitable change.
How will we achieve it?
Develop a plan to review and update Board Policies related to Parent and Community Involvement to align with TDSB’s Equity Policy (P037) (June 2019)
Establish expectations for parental and student engagement in the school improvement process (December 2018) • Develop a strategic, meaningful and sustainable approach to community engagement through Community Advisory Committees (CACs) that is consistent with effective governance and the Board’s MYSP (as outlined in the December 2017 Board Decision) (February 2019)
Initiate strategic community partnerships that align with the Multi-Year Strategic Plan and further the equity priorities of the Board (i.e., Community Mental Health Providers and Colleges and Dual Credit Courses) (ongoing) – (January 2019 and ongoing) • Engage and empower parents in learning about different aspects of education through Parent Academies and other local initiatives so that they are able to advocate for their child (ongoing)
Support ongoing capacity development of staff to enhance the engagement of underserved families at the school and Board levels (ongoing)
Review and update the Parent Concern Protocol (PR505) to: o Ensure responsive and effective processes for responding to concerns in alignment with the Learning Centre structure o Develop a communication plan to create a broader awareness of the protocol and how it is used to address and resolve conflicts (June 2019)
Seek new opportunities to engage communities in Heritage Month Celebrations determined by the Board (ongoing)
Enhance representation and functioning of school councils (ongoing)
Build capacity in school and system leaders to facilitate effective community meetings especially when many diverse views are present (TBD)
How will we know we are successful?
Policy and protocol reviews completed by the stated timelines.
Documented evidence of parental involvement in the school improvement process in the portal.
Parent Census results will show improved engagement and confidence.
Increased student, staff, parent and community engagement because voices, experience, identity and expertise are respected and system and school practices will be strengthened because of this engagement.