Creating Inclusive Spaces for Black Students

Ontario’s Anti-Racism Directorate defines anti-Black racism as prejudice, attitudes, beliefs, stereotyping and discrimination directed at people of African descent and is rooted in their unique history and experience of enslavement and its legacy. Anti-Black racism is deeply embedded in Canadian institutions, policies and practices such that it is normalized or deemed invisible to the larger white society.” - Ontario College of Teachers, Professional Advisory on Anti-Black Racism, p.1

In this five-module course school leaders will

• deepen their understanding of anti-Black racism and the current ways it exists in educational institutions today and
• critically examine school practices and approaches through a variety of tangible, researched-based strategies to actively address and disrupt anti-Black racism in their schools and learning environments.

Course Dates*: January 19 - February 27, 2026

Synchronous Discussions (Tuesdays):

1. January 20
2. January 27
3. February 3
4. February 10
5. February 17

Time: 4:00 to 5:30 p.m. EST

Cost: $350 +HST (Member and Associates), $440 +HST (Non-members) 

Facilitator: Lesa Williams-George, Toronto District School Board

Register

Register by: January 11, 2026

*This program will only run on sufficient enrollment. We will notify you after registration closes to confirm. If the course moves forward, we will send a Canvas invitation for access to the course modules and a Zoom link.

Creating Inclusive Spaces for Jewish Students

This course will support school leaders in naming, stopping, actively addressing, disrupting and dismantling Antisemitism in their schools and learning environments.   

To understand Antisemitism, one needs to start by understanding both historical and contemporary Judaism. Antisemitism is the world’s oldest hate with unique characteristics that distinguish it from other prejudices and hostilities.

In this five-module course, school leaders will

• deepen their understanding of Antisemitism and its historical and present day manifestations in society and in spaces of education and
• apply their learning to support belonging and inclusion for Jewish students

Course Dates*: February 23 - May 15, 2026

Synchronous Discussions (Tuesdays):

1. February 24, 2026
2. March 10
3. March 31
4. April 21
5. May 5

Time: 4:00 to 5:30 p.m. EDT/EST

Cost: $350 +HST (Member and Associates), $440 +HST (Non-members)

Facilitators: 

• Aneta Fishman, York Region District School Board
• Emily Caruso Parnell, Rainbow District School Board

Register

Register by: February 15, 2026

*This program will only run on sufficient enrollment. We will notify you after registration closes to confirm. If the course moves forward, we will send a Canvas invitation for access to the course modules and a Zoom link.

Muslim students have been attending our schools for over a century and have been steadily growing in numbers since the 1960s. As administrators work towards building inclusive schools for everyone, conversations around Muslim students and families need to shift from a focus on accommodations to a focus on inclusive curriculum and responsive pedagogies.

In this eight-module course participants will

• deepen their understanding of Islamophobia and the perspectives of Muslim youth and
• discuss relevant topics related to leading more equitable and inclusive spaces for Muslim students.

Course Dates*: November 3, 2025 - January 30, 2026

Synchronous Dates (Wednesdays):

1. November 5, 2025
2. November 12
3. November 19
4. November 26
5. December 3
6. January 7, 2026
7. January 14
8. January 21

Time: 4:00 - 5:00 p.m. EST

Cost: $350 +HST (Member and Associates), $440 +HST (Non-members)

Facilitator: tbd

Register

Register by: October 26, 2025

*This program will only run on sufficient enrollment. We will notify you after registration closes to confirm. If the course moves forward, we will send a Canvas invitation for access to the course modules and a Zoom link.

Online facilitated learning courses draw from the Ontario College of Teachers (OCT) Ethical Standards and Standards of Practice. Our online facilitated learning courses have a combination of asynchronous and synchronous components. This structure is intended to recognize the demands that school leaders have on their time, while providing essential opportunities to collaborate and engage in discussions to critically reflect and solidify learning. 

Participants in online facilitated learning are expected to: 

• demonstrate honesty, responsibility and trust in the submission and representation of their academic work and related professional experiences 

• be respectful, collaborative and inclusive through their interactions, assignments, synchronous and asynchronous dialogue/discussions and any other form of communication with participants and facilitators

• be open to receiving feedback from facilitators and participants, using it constructively to improve their learning

• Engage in learning activities and complete all required tasks and assignments as outlined at the start of the course and 

• demonstrate a commitment to their own learning and growth throughout the course, actively seeking opportunities to expand their knowledge and understanding by attending all synchronous session and engage in all course dialogue / discussions.

All participants should communicate with the course facilitator(s) if there is an issue with completing coursework, attending synchronous sessions and/or meeting the expectations and standards outlined.