Lisa Collins

She began her career as an Educational Assistant and went on to teach in both the English and French Immersion streams. Lisa has always had a strong passion for Special Education. Growing up with two siblings with special needs and working as an EA provided her with a great interest in this area, where she could use her background and experience to support students in reaching their full potential as learners. Collectively, these experiences contributed to her wanting to reach the entire school community and beyond. The role of principal provided her this opportunity. As a school leader, she has led several diverse school communities, facing the different challenges both large urban districts and smaller rural communities experience. She believes that regardless of district or community, school leaders share many common challenges. 

Throughout her childhood and adulthood, Lisa has observed a lack of understanding of both physical and intellectual disabilities. She has always believed that education and collaboration build understanding and the development of empathy. Lisa wanted to participate in the EDI Advisory Committee to support others in developing a better understanding of our many differences. She believes leadership is about empathy and having the ability to connect with people to inspire and empower their lives. United by diverse backgrounds and experiences, Lisa is confident that we can make a difference for our province, communities, Members and especially our students. 

Farah Slimati is a vice-principal with the Peel DSB. For seventeen years, she has been an educator with Peel DSB in different roles. Farah identifies as a Muslim African Indigenous Arab Hispanic Francophone Canadian Woman. Her intersectionalies help her develop a deep understanding of critical consciousness through which she demonstrates the culturally responsive behaviours required to be an anti-racist school leader. Farah works with the school community to create inclusive learning environments that are affirming of all students’ identities. Her moral imperative is to prepare each student we serve, especially those who have been historically marginalized, to be a successful global citizen in a rapidly changing world. Farah is joining the EDI Advisory Committee with a strong commitment to dismantling racism in all its forms to achieve equity and social justice for all.

Irfan (He/Him) has been an educator in a variety of settings including outdoor and alternative education, but primarily as a secondary science teacher. He is currently the Director of Equity, Diversity and Inclusion for the OPC. Prior to that, he was a school administrator and the Principal of Equity, Diversity and Inclusion for the Simcoe County DSB. Irfan has also involved with the OPC as a member of his local executive, a Provincial Councillor, a Member-at-Large for Provincial Executive and as an instructor for the OPC PQP program. He appreciates that the OPC will have a large role to play in advocating for more equitable practices in our school systems.

As a Pakistani-born Canadian growing up in small towns but also living and working in Toronto for some time, Irfan has an appreciation for the diversity that is present across Canada, but also for the persistence of patterns of bias and discrimination that exist in our communities and schools. Reflecting back on over 40 years of being involved in public education both as a student and then an educator, the diversification of the identities of educators has lagged far behind the identities of students as compared to other sectors. Irfan recognizes the importance of education leaders starting with self-reflection and personal identity if they want to create safe and inclusive spaces. He believes school administrators are integral to fostering inclusive pedagogical practices and dismantling systems of oppression and discrimination in education. Irfan is honoured to participate in the EDI Advisory Committee to support administrators in doing this work.

Jemaine is joining the EDI Advisory Committee to take transformative and deliberate actions to expand his sphere of influence in equity, diversity and inclusion policies, practices and decision making. Through building meaningful community relationships, Jemaine strives to build a collective will with co-conspirators to understand and challenge all forms of oppression. Establishing collective efficacy will enable individuals to become vulnerable in acknowledging that inequity exists, bring awareness to self-reflect about areas of growth, and having a vision and commitment to do EDI work. As a leader in education, it is Jemaine’s calling to be authentic in all spaces, using his knowledge, passion and becoming accountable to the communities he serves and advocates for.