Date: 

October 18, 2025

Time: 

9:00 am – 12:00 pm

Description

This mathematics workshop will equip educators in developing a deep understanding of their students as math learners while promoting a positive math culture. Participants will explore strategies to identify students’ attitudes towards math while determining strengths and challenges to ensure responsive and inclusive instructional practice. Differentiated instructional supports will be emphasized to create meaningful learning experiences while differentiated assessment practices will be examined to provide equitable opportunities for students to demonstrate their learning. Through collaborative and engaging discussion and activities, participants will gain practical strategies to promote a supportive and engaging mathematics learning environment as well as feel a sense of connection among our professional learning community.

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Date: 

October 25, 2025

Time: 

9:00 am – 12:00 pm

Reflecting on the TRC Through the Four Guiding Questions of the late Honourable Murray Sinclair

Part One: “Where Do I Come From? Where Am I Going?”

Ten years after the release of the Truth and Reconciliation Commission’s Final Report, Ontario Catholic educators are invited into a space of critical reflection and dialogue. Grounded in two of the four guiding questions posed by Honourable Murray Sinclair — “Where do I come from?” and “Where am I going?” — this session invites educators to explore their own identities and roles within a broader historical and systemic context.

Together, participants will examine the enduring impacts of residential schools, the TRC’s Calls to Action in education, and the colonial legacies that continue to shape schooling today. Educators will consider how to move beyond acknowledgment and into sustained, transformative action in their classrooms and schools.

Participants will:

• Reflect on personal and professional location in relation to reconciliation.
• Learn about the TRC Calls to Action with a focus on education.
• Unpack the legacy of colonization, including the Indian Act and the Indian Residential School system, and other ongoing systemic barriers.
• Explore approaches to center Indigenous voice and justice in teaching practice.

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Date: 

November 1, 2025

Time: 

9:00 am – 12:00 pm

Reflecting on the TRC Through the Four Guiding Questions of the late Honourable Murray Sinclair

Part Two: “Why Am I Here? Who Am I?”

Building on Part One, this second session invites participants to engage with the remaining questions from Honourable Murray Sinclair — “Why am I here?” and “Who am I?” These questions challenge educators to reflect on their purpose, values, and responsibilities in the journey toward reconciliation and educational justice.

This interactive session will introduce a range of classroom-ready resources that celebrate Indigenous brilliance, support culturally safe pedagogy, and uphold Indigenous rights and knowledges. Educators will explore tools that move beyond tokenism to support deep, meaningful integration of Indigenous perspectives across subject areas and grade levels.

Participants will:

• Reflect on their identity, purpose, and responsibility as educators.
• Engage with Indigenous concepts of relationality, community, and learning.
• Review and evaluate high-quality teaching resources that center Indigenous excellence.
• Develop action plans to implement strength-based, anti-colonial practices in classrooms.

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Date: 

November 15, 2025

Time: 

9:00 am – 12:00 pm

Description

This professional development workshop equips educators with knowledge and strategies to implement Universal Design for Learning (UDL) and Differentiated Instruction (DI) effectively as a tier 1 level of support in their classrooms. Rooted in Catholic educational values of inclusion and equity, this session will demonstrate how the UDL and DI frameworks align with existing system priorities to support diverse learners, including students with IEPs, English Language Learners (ELLs), and other exceptional needs. Through practical examples and evidence-based strategies, participants will explore how UDL and DI create a more dynamic, supportive, and effective learning environment that responds to the varied needs of all learners. Educators will leave the session with concrete, classroom-ready strategies to create flexible, responsive learning environments that honour the dignity of every learner.

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