Data Literacy Facilitator

3 weeks ago

Mississauga, Canada Peel District School Board Full time

The Peel District School Board (PDSB) is a racially, culturally and linguistically diverse board that serves 155,000+ students and approximately 17,000 employees. In PDSB, 87% of students are racialized, non-white, representing 162 different ethnic backgrounds. Students in Peel have 121 different first languages. Student diversity also exists in terms of gender and gender expression, sexuality and in terms of ability and faith. A responsive and empathetic understanding of the lived experiences of the students and communities we serve is vital to those who will take on leadership roles within the PDSB. The workforce consists of teachers, office staff, custodial staff, education assistants and professional staff. The workforce is largely unionized through PDSB’s numerous affiliated bargaining agents.

Background

Since the release of the Ministry Review in 2020, the Peel District School Board (PDSB) is committed to creating learning and working environments that are safe, caring, and inclusive, where everyone is treated with respect and dignity. As part of this critical commitment, the PDSB is engaging in system transformation through anti-racism and anti-oppression approaches. This transformation aims to identify, interrupt, and eliminate systemic inequities that persist today for students, most notably those who identify as African, Afro-Caribbean, Black, Indigenous, and racialized. The Board also recognizes that addressing systemic inequities requires an intersectional approach, understanding that identity factors such as race, gender expression, (dis)ability, sexual orientation, and class, simultaneously intersect and influence the experiences of marginalized students. There is a need to build capacity in comprehensive data literacy skills with all schools and system departments to ensure a steadfast focus that all PDSB students can realize their full potential in classrooms and schools where they are supported, respected, valued, and welcomed.

a) effectively interpret existing data sets;
b) develop data-informed planning processes that reflect Ministry, Board and local community expectations, and;
c) carry out their own, site-based data collection practices where appropriate.

A critical component of the work is to engage both internal and external stakeholders in meaningful, ongoing discussions on the role data can, and should, play in schools and system departments to uphold and advance principles of equity, inclusion, and human rights that affect PDSB communities more specifically those who identify as African, Afro-Caribbean, Black, Indigenous, and racialized. Through demonstrated commitment to anti-racism and anti-oppression, an underlying focus of the work will be to identify and build upon the assets possessed by diverse students, families, communities and staff.

Experience and Qualifications

Bachelor Degree or equivalent in Social Sciences, Human Services or related field.

Completed course work in anti-racism, anti-oppression, anti-colonial practices.

5 to 7 years professional experience working in community-based organizations that have served one or more of the historically marginalized communities identified by the Ministry audit of the PDSB.

Experience managing community-based projects and/or programs and/or partnerships in PDSB schools (elementary and/or secondary).

Job Duties/Responsibilities

Help build schools’ capacity to implement a sustained, inclusive model of data collection and mobilization that includes regular consultation with students, families and community partners.

Provide leadership that will increase the PDSB’s understanding and mobilization (in planning, design and implementation) of qualitative/narrative data emanating from historically marginalized stakeholders.

Provide guidance to school leaders and staff through processes of participatory data interpretation wherein various stakeholders have opportunities to identify key trends and recommendations rooted in data streams emanating from the Ministry, system departments, schools and community-based organizations. This work will include training schools to explore data sets that pertain to school climate with a focus on the historically marginalized students, families, communities and school and system staff.

Provide leadership that builds schools’ capacity to make data-informed decisions pertaining to strategic partnerships (internal and external). The aim is to bring into schools initiatives and resources that hold the greatest potential to address the needs of, and generate resiliency among, students, families and school staff as per board equity plan to decolonize existing practices while centering African, Black, Afro-Caribbean, Indigenous and other racialized students. This work will include participation in system and/or community-based planning tables that have the mandate to use data in the service of institutional/organizational accountability and improvement.

Provide ongoing, practical support

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