The Toronto District School Board - Pelmo Park Public School is the proud recipient of a Field of Dreams Grant! This grant is sponsored by the Jays Care Foundation and went towards a new backstop, benches and the laying of a new infield and outfield at our school. Pelmo was one of only sixteen recipients that were awarded across Canada the year we got this award!

Established in 1992, Jays Care uses baseball intentionally to create lasting social change for children and youth. That is why we help kids get involved in the game, build safe spaces in which they can play and work together with like-minded organizations to design and lead comprehensive programs that reflect the needs of marginalized children and youth.

This project is very exciting for Jays Care Foundation; as we look forward to both promoting the partnership between our organizations and sharing your story with our supporters to demonstrate the positive impact you are making in the communities you serve! 

Dear Parent(s), Guardian(s), or Caregiver(s),

We welcome you and your child(ren) to Pelmo Park Public School. At Pelmo, we strive daily to build a culture of trust steeped in high expectations for all students. Our goal at Pelmo is to enable all students to reach high levels of achievement and to ensure that each student develops the knowledge skills, and values they need to become responsible members of a democratic society.

Every student deserves a great education and at Pelmo, we make certain that student well-being, and learning are at the centre of every decision we make.  It is our goal, and responsibility, to ensure that every student feels connected and engaged in their learning and has the tools, resources, supports and opportunities they need to thrive.

Knowing who our students are is at the very core of this work. We must understand each student, what their strengths, interests and lived experiences are; what biases we might have that may affect their learning; and how we must, as the educators, counter these biases to ensure that the ways we are leading and teaching, are relevant and engaging for students. The responsibility is then on us, the adults to examine our biases, reflect on the impact of power and privilege in the classroom and school, and shift our attitudes and practice to meet the needs of our students.

To do that, we must first start with our deepened commitment to human rights, equity, anti-oppression, and antiracism. It will help us create a more equitable school system where the achievement and well-being of every student is fostered through rich, culturally authentic learning experiences in diverse, accepting environments where all feel included, every voice is heard, and every experience is honoured.

Equity then drives student achievement and well-being. When students see themselves reflected in their learning, feel that their voices are heard, have more opportunities, feel that they belong, know they have a caring adult to turn to, students feel good, engaged, connected and are ultimately successful.

Your partner in collaboration,

Ms. E. Mensah

Principal