CDS Professional Development: August 2020
This week, all faculty returned to CDS in a mix of remote and onsite professional development activities. First up on Tuesday was a morning of Diversity training.
Diversity Training
After many of our diversity directives were postponed due to COVID, faculty were eager to resume the important work of ensuring that CDS remains an inclusive community. In one session, faculty met in small discussion groups to examine a selection from Ijeoma Oluo’s much lauded book, So You Want to Talk About Race (we highly recommend this read). In another, faculty reflected on a set of intercultural teaching fluency skills with the goal of establishing new strategies for their teaching practices. Faculty worked collaboratively to construct strategies on how CDS can continue to climb the diversity curve before a final training session on how to be an effective, active bystander - an essential component to all schools committed to creating a fully inclusive culture.
This session was followed by an afternoon session on balancing teaching and technology during COVID.
Technology Training
CDS is committed to meeting the needs of all of its learners, whether they are attending live in the classroom or learning remotely from home. To this end, faculty participated in a wide range of PD activities designed by our technology integration specialists to build a seamless hybrid model of teaching and learning that will engage remote and in-person students simultaneously.
CDS is committed to meeting the needs of all of its learners, whether they are attending live in the classroom or learning remotely from home. To this end, faculty participated in a wide range of PD activities designed by our technology integration specialists to build a seamless hybrid model of teaching and learning that will engage remote and in-person students simultaneously.
Faculty trial-ran new software applications, examined key ideas underlying successful blended-learning programs and mined the challenges and opportunities of teaching a hybrid program. Faculty who will be teaching extended periods this fall spent some quality time with some of our summer school teachers (they are masters at structuring long learning periods - 6 hours/day!), considering innovative approaches to extended teaching and learning periods.
Conversations on both sessions continued in person and online throughout the week. From what I can gather, everyone is feeling inspired about their return to the classroom, as well as excited to make this year as proactive and enriching for our students and community as ever!
Land Acknowledgment
The Country Day School wishes to recognize and acknowledge the land on which the school operates. Our nearest Indigenous Nations are now the Mississaugas of the Credit First Nation and the Chippewas of Georgina Island. The Dish with One Spoon Wampum covenant is often cited as an example of the shared responsibility for caring for these lands among the Huron-Wendat, Anishinaabe and Haudenosaunee peoples who would call these their traditional territories. CDS respects the relationship with these lands and recognizes that our connection to this land can be strengthened by our continued relationship with all First Nations, by acknowledging our shared responsibility to respect and care for the land and waters for future generations.
School Information
13415 Dufferin Street King, Ontario L7B 1K5
(905) 833-1220
communications@cds.on.ca
admissions@cds.on.ca
Founded in 1972, The Country Day School is a co-educational private school offering programs in JK-12 and located on 100 acres north of Toronto in King.
(905) 833-1220
communications@cds.on.ca
admissions@cds.on.ca
Founded in 1972, The Country Day School is a co-educational private school offering programs in JK-12 and located on 100 acres north of Toronto in King.
