TDSB Scandals

The Toronto District School Board spent about $35 million in just over three years to place staff on paid leave while they were being investigated for alleged misconduct.

According to a staff report that will be presented at a committee meeting on Thursday, between January 2021 and March 2024 there were 621 staff, including 518 teachers and 44 administrators, put on home assignment for allegations that included code-of-conduct violations, harassment, and child abuse and neglect.

What can you expect from a school board run by perverts?

It’s not the full takeover that the Toronto District School Board needs, but the Ford government is hiring a babysitter.

Education Minister Jill Dunlop has appointed Patrick Case, a former bureaucrat in the Ministry of Education, to review field trip policies at the TDSB.

A pointless endeavor, the rot is so deep only mass firings will help.

Those brave souls who follow the entangled mess that is the Toronto District School Board (TDSB) have had yet another interesting week.

It’s Groundhog Day as a new minister of education (Jill Dunlop) meets the bizarre, bureaucratic fortress that runs the largest school district in Canada. As Yogi Berra said, “It’s déjà vu all over again.”

It’ll take a lot more than altering the 11 — or 15 or 150 — policy elements that Toronto District School Board staff have red-circled to divert teachers from manipulating their impressionable young students as political and ideological pawns.

No, that would require digging deep into a belief system that has absorbed every cockamamie strategy and intent spawned by the Ontario Institute for Studies in Education, evangelized too many conscience-elevated educator-cum-social-warriors and compelling the largest school board in Canada to hold its employees accountable, with disciplinary consequences, for deplorable misjudgment and freewheeling social engineering.

The TDSB called the cops on me for exposing the deep rot at its core. It’s good to be a blogger.

… As for why teachers are calling in sick, the report identified a number of internal and external factors, including, but not limited to, socio-economic factors, workplace culture and employee experience, insufficient disability and WSIB resources and “absenteeism acceptance,” defined as a teacher’s “tendency to accept absenteeism, recognizing an effective response to absenteeism without attempting to change it.”

The report noted that there are higher rates of educator absenteeism in areas of the city with higher populations of low-income families, racialized students and students with special education needs.