SCS.26.02.3 School Council and Community Engagement Statement by PIAC

SUMMARY
This motion seeks ratification of a formal letter from the Parent Involvement Advisory
Committee (PIAC) raising concerns regarding school community consultation, governance,
and student well-being.
If approved, the letter will be sent by the PIAC Co-Chairs to Supervisor Gupta, Interim Director
of Education, Stacey Zucker, and Executive Superintendent, Jack Nigro.
Recommendations directed to TDSB leadership are intended for consideration and response.
A written response to those recommendations is requested.

RECOMMENDATIONS
That PIAC ratify the following letter and authorize the PIAC Co-Chairs to send it on behalf of
PIAC:

Dear Mr. Gupta, Ms. Zucker and Mr. Nigro,
As the statutory Parent Involvement Advisory Committee (PIAC) for the Toronto District School
Board under O. Reg. 612/00, we submit this letter to bring to your attention the urgent
concerns of numerous school councils that decisions negatively impacting student
achievement and well-being are being made without appropriate levels of consultation with the
community during the period of provincial supervision.
Recent media coverage has focused on the situation at Bowmore Road Junior and Senior
Public School. While this has understandably caused significant distress within that community,
PIAC believes it is important to situate these events within a broader, system-wide context.
Parents are increasingly concerned that a series of decisions across the system reflects an

approach to governance that lacks transparency, is insufficiently responsive to local context,
and is disconnected from the lived experiences of students and families.
The incidents at Bowmore Road Jr. and Sr. Public School warrant a statement from PIAC that
unequivocally affirms the right of school councils to make recommendations to the principal of
their respective schools or to the board on any matter (O. Reg. 612/00, s. 20). This protected
right to engage meaningfully with school administration—particularly on matters of pupil
achievement and well-being—requires that such recommendations be considered in good faith
and reasonably reflected in principal and board decision-making.
First, the elimination of the rotary organizational model without prior meaningful community
consultation or reconsideration in light of teacher and school council opposition has caused
unnecessary and unacceptable classroom disruption. While the impacts at Bowmore were
extreme, we are aware that many school communities have also experienced disruption due to
significant September reorganizations.
Second, the dismissal of two Bowmore teachers and the suspension of eight more over an
administrative disagreement has resulted in significant learning disruption and emotional
distress for more than 300 students. Leading up to this unprecedented decision, the entire
school community—students, parents, and the broader community—followed established
processes to raise their opposition to the imposition of the core teaching model and,
separately, unrelated concerns regarding school safety. They engaged with school
administration, the Superintendent, the Executive Superintendent, and the Student and Family
Support Office. The community reports that despite following documented processes, they
encountered repeated barriers to meaningful response.
Third, the removal of trustees and the placement of the entire school board under supervision
diminishes local voice, erodes trust, and reduces parent engagement—outcomes directly at
odds with the Ministry’s stated aims. With trustees removed, parents no longer have access to
locally elected representatives who historically served as advocates, intermediaries, and
relationship-builders between communities and the board. Parents and caregivers have also
lost the benefit of democratically elected representatives who could identify and elevate
ward-wide issues of common concern. As a result, families report feeling disconnected from
decision-making processes and uncertain about where to turn when concerns arise.
Opportunities for dialogue appear limited, and explanations for significant decisions are often
perceived as insufficient.
In light of these concerns, PIAC puts forward the following recommendations:
● That TDSB staff, the Interim Director, and the Supervisor reaffirm the autonomy of
elementary principals, in consultation with school councils, to implement either core
teaching or rotary models in a manner that best leverages the strengths of the school’s

teachers for the benefit of students and effective curriculum delivery;
● Clear, timely, and transparent communication with families and advisory committees
regarding major decisions;
● Immediate and concrete supports for students and school communities affected by
staffing changes and reorganizations;
● Meaningful consultation prior to system-wide policy changes, including those affecting
class sizes and the viability of specialized learning environments;
● Careful consideration of learning conditions and student safety, including the physical
school environment;
● A renewed commitment to democratic engagement, including reconsideration of the
ongoing suspension of trustees and the role of community representation in
governance;
● That TDSB staff, the Interim Director, and the Supervisor, together with the Ministry of
Education, consider clarifying or revising the escalation protocol during supervision; and
● That changes to special education classrooms or programs, including de facto
programs, require community consultation with minimum prescribed requirements, with
findings captured in a report that is made public.

Public education is built on trust, collaboration, and shared responsibility. Parents, educators,
administrators, and government share a common goal: ensuring that students are supported,
safe, and able to learn in stable, caring environments. Rebuilding confidence in the system will
require openness, dialogue, and a willingness to adjust course where impacts on students are
evident.
PIAC welcomes the opportunity to engage constructively with the Ministry and board
leadership to better understand the rationale behind recent decisions and to work
collaboratively toward solutions that place students and communities at the centre.
We look forward to your response and to continued dialogue in the best interests of students
and families across Toronto.

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Sincerely,
Toronto District School Board
Parent Involvement Advisory Committee (PIAC)