Download Good Governance: A Guide for Trustees, School Boards, Directors of

A Guide for Trustees, School Boards,
Directors of Education and Communities
2014
Good Governance:
Introduction 1
CHAPTER
CHAPTER
2
1
An overview of Ontario’s Publicly Funded3
Education System Ministry of Education District School Boards Public School Boards
Catholic School Boards
Language of Instruction
Policies Specific to French-Language Schools and School Boards
School Board Trustees School Board Responsibilities
Directors of Education
Supervisory Officers Schools Principals The Ontario Leadership Strategy Teachers New Teacher Induction Program
Teacher Performance Appraisal
School Councils and Parent Involvement Committees Ontario College of Teachers Early Childhood Educators College of Early Childhood Educators School Board Trustee – At a Glance
Trustees Elected through Municipal Elections
First Nation Trustees Student Trustees Trustee Honoraria School Board Size – How the Number of Trustees is Decided
Becoming a School Board Trustee
Qualifications to Run for the Position of School Board Trustee
Term of Office
Requirement to Attend Meetings
After the Election
Tied Votes and Recounts
Vacating a Seat
Filling Vacancies
4
4
5
5
6
6
7
7
8
9
9
10
11
12
13
13
13
14
14
14
15
16
16
16
17
17
18
18
19
19
20
20
21
21
Board Governance 3
CHAPTER
CHAPTER
4
CHAPTER
5
23
Background 24
What Is Governance? 24
Establishing a System of Governance 25
Governance Models and Resources on Board Governance 27
The Role of School Board Trustees 31
Trustees as Members of School Boards 32
Policy Making
35
Financial Stewardship
36
School Boards as Employers 37
Director of Education
37
Selecting the Director of Education
38
Principles and Procedures to consider when designing a Selection Process
38
Accountability 39
Legal Accountability 40
Accountability for Strategic Planning
41
Accountability for Student Achievement, Well-Being and a Safe, Inclusive Environment
42
Political Accountability 43
Advocacy Role of Trustees
43
Code of Conduct for Trustees
43
Professional Development Opportunities 44
First Nation Representation 45
Historical Context 46
Education in First Nation Communities
48
Education Services (Tuition) Agreements 48
The Role of School Boards 49
Ontario’s First Nation, Métis and Inuit Education Policy Framework
49
The Role of First Nation Trustees 50
Models for First Nation Representation 51
Resources 52
Legal Responsibilities and Liabilities
CHAPTER
6
53
Statutory Duties and Powers of School Boards 55
School Board Policies and Liability
55
Standard of Care for Students 55
Negligence 55
Vicarious Liability 56
Standard of Care Requirements for Principals and Teachers
56
Personal Liability of Trustees 56
Finance56
Compliance with Board Obligations
57
Provincial Interest Regulation
57
Conduct of Trustees
58
Trustee Code of Conduct
58
Enforcement of Code of Conduct
58
Duties of Board Chair
58
Duties of Director of Education
59
Confidentiality and Privacy 59
The Municipal Freedom of Information and Protection of Privacy Act
59
Confidentiality of Student Records 59
The Youth Criminal Justice Act 60
Safe and Accepting Schools 60
Behaviour and Discipline
61
Conducting a Suspension Appeal/Expulsion Hearing
61
Suspension61
Expulsion 61
Child Abuse and Duty to Report 62
Student Protection
63
Criminal Background Reference Checks
63
Health and Safety
63
Protecting Pupils with Life-threatening Allergies
64
School Food and Beverage Policy 64
Supervised Alternative Learning
65
Recognizing Diversity
65
Equity and Inclusive Education
65
School Councils
66
Parent Involvement Committee
67
Conflict of Interest
67
Pecuniary Interest
67
Declaring a Conflict
67
Contravention of the Provisions 68
Audit Committee
68
Board and Committee Meetings CHAPTER
7
69
Inaugural Meeting 70
Organization of the Board 70
Regular and Special Meetings
70
Attending Board Meetings 70
Quorum 71
Board Treasurer and Board Secretary 71
Agendas 71
Minutes 71
Chair and Vice-Chair 72
Attendance 72
Responsibilities72
8
CHAPTER
Skills Recommended for the Role of Board Chair 73
Rules of Order 73
Public Meetings 73
Participation by Electronic Means
74
In Camera (Private) Meetings 74
Board Committees
75
Committee of the Whole Board
76
Student Trustees 76
Education Funding 77
Funding Sources 78
Grants for Student Needs 78
Pupil Foundation Grant
79
School Foundation Grant
79
Special Purpose Grants
79
Capital Funding – Capital Priorities
80
Full-Day Kindergarten Capital Funding 80
School Consolidation Capital 81
School Condition Improvement 81
Amount for Temporary Accommodation
81
Education Development Charges
81
Reforms to the Funding Formula 81
Budget Development 82
9
CHAPTER
Student Achievement and Well-Being Curriculum and Programs
83
Curriculum Review 84
The Curriculum Council
85
Full-Day Kindergarten
85
Child Care and Early Years Programs and Services
85
Elementary Education
86
Daily Physical Activity Requirement
86
Secondary Education 86
Requirements for the Ontario Secondary School Diploma
86
Compulsory and Optional Credits
86
Organization of Courses
87
Student Success/Learning to 18 Strategy
87
Literacy and Numeracy Strategy – K-12 89
Student Assessment and Report Cards
91
Province-Wide Testing 92
EQAO Testing in Elementary Schools
93
EQAO Testing in Secondary Schools
93
National and International Tests
93
Equity and Inclusive Education Strategy 94
First Nation, Métis, and Inuit Education
95
The First Nations, Métis and Inuit Education Supplement 95
Religion in Public Schools 96
Religion in Catholic Schools 96
Religious Education 96
Family Life Education
97
Catholicity Across the Curriculum
97
Faith Development 97
Positive School Climate
97
Special Education 97
Special Education Advisory Committee
97
Identification and Placement of Students with Exceptionalities
98
Special Education Appeal Board 99
Special Education Tribunal
99
Individual Education Plan
100
Further Information 100
Children and Youth Mental Health and Addictions
101
21st Century Teaching and Learning Initiative 101
Adult and Continuing Education
102
10
CHAPTER
11
CHAPTER
Collective Bargaining
103
Overview104
Legislation Governing Collective Bargaining
106
Bargaining Agents and Bargaining Units
106
Employer Bargaining Agencies 106
Teachers106
Support Staff
107
Trade Unions and Staff Organizations
107
The Role of the Bargaining Agents
107
Negotiating a Collective Agreement
109
Notice to Bargain 109
Determination of Central and Local Issues
110
Bargaining - Possible Stages
110
Conciliation 110
No-Board Report 110
Impasse and Sanctions
110
Strikes111
Lockouts and Unilateral Actions by the Board
111
The Education Relations Commission 111
Mediation and Arbitration 111
Ratification111
Contract Administration 111
Working with School Councils, Parent
Involvement Committees, and Communities
Promoting Parent Involvement
Parent Engagement Policy The Role of School Councils The Role of Parent Involvement Committees
Parents Reaching Out Grants
Promoting Community Involvement
Community Engagement
How Trustees Can Support and Promote the Parent and Community Voice
Inviting Public Input
Making Connections in the Community
Winning Strategies for Engaging Communities in the Key Work of School Boards
113
114
115
116
116
117
117
118
118
118
118
119
12
CHAPTER
Communications, Media Relations and
Social Media
121
Developing a Communications Plan 122
Guiding Principles
123
Tips for Better Writing 124
Working with the Media 125
Taking a Story to the Media 125
Making the Reporter’s Job Easier
125
Responding to the Media
125
Maintaining a Working Relationship 126
Complaining About Media Coverage
126
Social Media
127
Objectives127
Your Social Media Presence
127
Content128
Promotion128
Appendix A 129
Association des conseils scolaires des écoles publiques de l’Ontario (ACÉPO)
Appendix B
133
Association franco-ontarienne des conseils scolaires catholiques (AFOCSC)
Appendix C
137
Ontario Catholic School Trustees’ Association (OCSTA)
Appendix D 141
Ontario Public School Boards’ Association (OPSBA)
Appendix E 147
Canadian Charter of Rights and Freedoms, Section 23:
Minority Language Educational Rights
Notes149
Glossary151
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
Introduction
2
As a member of a school board you take your place in
We congratulate you on being elected. We thank you
a history that started in 1816 when school trustees
for contributing your time, intellect, passion and
became the first democratically elected representatives
commitment to the improvement of publicly funded
in Ontario. Taking up the office of school board trustee
education in Ontario. We wish you a term as trustee that
is a call, not only to carry on that tradition of local
brings you a sense of accomplishment and professional
democracy, but to improve it. It’s an opportunity to
satisfaction. Through your board service, you are
leave a legacy that contributes to one of the strongest
making a contribution to the achievement and well-
education systems in the world.
being of today’s children and youth and helping to
Setting the conditions that will provide a high quality
shape their future and the future of Ontario.
education for every student to succeed in school and
in life is the absolute first priority of a school board.
It is why trustees, without exception, run for office.
As a leader in school board governance, your job is to
ensure that Ontario’s education system continues to
adapt and transform to meet the ever-changing needs
Association des conseils des écoles publiques de l’Ontario (ACÉPO)
and challenges of our twenty-first century world. We
hope you find yourself inspired by the challenges of
your new position and by the influential role you will
play as a member of your school board.
This guide offers you a substantive introduction to
the work of effectively governing a school board.
Association franco-ontarienne des conseils scolaires catholiques (AFOCSC )
Your many and varied responsibilities from strategic
planning to policy-making to budget-setting to
community engagement are all focused on the central
goal of improving student achievement and wellbeing. The chapters in this guide offer practical
information on Ontario’s education system and on
Ontario Catholic School Trustees’ Association (OCSTA)
your role as a leader within this system. This resource
is a collaborative effort of Ontario’s four school board/
trustee organizations, supported by staff advisors from
the Ontario Ministry of Education. It is also available
in English and French at the following website:
www.ontarioschooltrustees.org.
Ontario Public School Boards’ Association (OPSBA)
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
CHAPTER 1:
An overview of Ontario’s
Publicly Funded Education
System
4
In Ontario, children and youth between the ages
students and/or for students who have severe learning
of 6 and 18 must be enrolled in a formal education
disabilities.
program. The province’s Education Act and the
regulations made under it establish the framework for
the delivery of education programs. The Act outlines
the responsibilities of key partners in the education
process, from the provincial government, to school
boards, to teachers in classrooms. (See Note 1 on page
150) This chapter offers an overview of the roles of the
key partners. (Throughout this document, relevant
sections of the Education Act are referenced in square
brackets.)
Ministry of Education
The Ministry of Education provides leadership and
sets the direction for education policy by:
• setting provincial standards for student outcomes;
• promoting a safe, equitable, inclusive and
respectful environment that supports learning;
• developing and sustaining a rigorous and
challenging province-wide curriculum;
District School Boards
The Education Act provides for the establishment of
the following four types of district school boards:
• English public
• English Catholic
• French public
• French Catholic
Although the Act refers to the non-Catholic English
and French systems as ‘public’, all four systems are
publicly funded.
A small number of schools are governed by “school
authorities”. They manage schools offered through
hospitals and treatment facilities, as well as schools in
remote and sparsely populated regions.
The table below shows the number of district school
boards and school authorities in the province, and the
number of students in each category.
• promoting accountability throughout the publicly
funded education system;
• promoting and supporting excellence in teaching;
and
• providing school boards with resources, including
ONTARIO’S SCHOOL BOARDS – 2013-14 (PROJECTED)
NumberNumber
of Boards
of Students
financial resources, and support for program
English public boards 31
1,232,185
implementation.
French public boards 4
24,438
In addition, the ministry sets requirements for student
English Catholic boards 29
522,715
diplomas and certificates, and makes regulations that
French Catholic boards
8
66,218
10
1,090
govern the school year, the organization of schools and
school boards, and the duties of teachers, principals,
and school board officials. The Ministry of Education is
also responsible for the administration of provincial
and demonstration schools for deaf, blind, deafblind
School authorities
Source: Ministry of Education, 2013-2014 Revised Estimates for school
boards and 2013-2014 Estimates for school authorities and hospital boards.
Enrolment data represents pupils of the board Average Daily Enrolment (ADE).
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
5
Public School Boards
principle of equality of educational
Cooperation, Courage, Empathy,
A strong public education system
opportunity: every student
Fairness, Honesty, Humility,
that prepares students to become
deserves an opportunity to achieve
Inclusiveness, Initiative, Integrity,
productive and contributing
to his or her fullest potential.
Kindness, Optimism, Perseverance,
citizens is the foundation of a civil
Public school boards provide high
Resilience, Respect, and
society. Ontario’s English and
standards in their programs and
Responsibility. The English and
French public district school boards
ensure that there are supports and
French public district school
provide universally accessible
resources to help all students reach
boards, in partnership with
education for all students,
those standards. Public school
parents and caregivers, prepare
regardless of their ethnic, racial,
boards also focus on character
students for success in whatever
or cultural backgrounds; social
education to ensure that students
field they choose.
or economic status; gender;
develop as caring and responsible
individual exceptionality; or
members of their community and
religious preference.
of Canadian society as a whole.
The English and French public
Character education embraces
systems are founded on the
values such as Citizenship,
Catholic School Boards
English Catholic and French
Catholic district school boards
have the same obligations, duties,
rights, and privileges under the
Education Act as do the public
district school boards. In addition,
however, Catholic boards strive to
create a faith community where
religious instruction, religious
practice, value formation, and
faith development are integral to
every area of the curriculum.
Catholic schools exist to offer a
system of education chosen by
Catholic parents.
In a Catholic education system,
the school, the home, and the
Church work together to develop
within students a way of living that
embodies the life of Jesus Christ.
Catholic education fosters cognitive
development and teaches skills
and knowledge. In addition, it is
concerned with the formation of
the whole person of the student
through the personal integration
of faith and life. Roman Catholic
schools seek to provide a learning
experience that allows students to
develop their particular skills and
individual talents, and to realize
their uniqueness as children of
6
God, and as brothers and sisters
language of instruction [s. 288].
Policies Specific to French-Language
to every man and woman in the
However, they may offer English as
Schools and School Boards
world.
a course of instruction at any level,
The majority of francophone
Catholic district school boards
and must offer English as a course
students in Ontario live in settings
of instruction in Grades 5 through
in which French is a minority
8 [s. 292; s. 293].
language. This creates particular
to develop each school as a
Correspondingly, English-
challenges for French-language
Catholic Christian community
language district school boards
education. In 2004, the government
in all its academic and non-
may not operate schools/classes in
of Ontario established a policy on
academic activities;
which French is the language of
aménagement linguistique, or
instruction [s. 289]. However, they
language-planning. This policy
may, with ministry permission,
supports the province’s French-
offer programs “involving varying
language educational institutions
degrees of the use of the French
in optimizing the transmission of
language in instruction” [s. 8(1)25].
French language and culture
It is important to note that the
among young people; the goal is
ministry’s curriculum includes
to help students reach their full
various components for French-as-
potential in school and in society
a-second-language instruction for
and thereby invigorate and sustain
use by English-language district
francophone communities. The
school boards starting in Grade 4.
policy is the cornerstone of all
Many school boards offer French
French-language education activities
Immersion programs as an option
at the elementary and secondary
Language of Instruction
for students starting as early as
levels; it provides a framework
Parents with rights under Section
Senior Kindergarten.
within which all institutions that
23 of the Canadian Charter of Rights
Isolate boards (school authorities)
and Freedoms are guaranteed a
have a duty to provide service with
French-language education for
respect to majority and minority
their children. (See Appendix E,
language rights in accordance with
Canadian Charter of Rights and
the Education Act. While they
Freedoms, Section 23: Minority
generally conduct classes where
Language Educational Rights.) The
English is the language of instruction,
province offers French-language
there remains a duty to provide or
education through both French
purchase service, if required, to
public and French Catholic district
deliver instruction in French, in
The objectives of Ontario’s
school boards. Parents who do not
order to fulfil their responsibilities
aménagement linguistique policy
have rights under Section 23 but
to students with rights under
are to:
who want to have their child or
Section 23 of the Canadian Charter
• deliver high-quality instruction
children educated in French may
of Rights and Freedoms.
in French-language schools
It is important to note that other
adapted to the minority setting;
provide Catholic education by:
• ensuring support and guidance
• providing teachers, principals,
vice-principals, supervisory
officers, and other personnel
who are committed to building
the school system as a Catholic
Christian community; and
• preparing, upgrading, and
putting to use academic
curricula, including formal
religious instruction, in which
Catholic faith and life are
integrated.
apply to an admissions committee
of a French-language school.
languages may be provided in both
provide French-language education
must follow common guidelines to
ensure the protection, enhancement,
and transmission of the French
language and culture in a minority
setting. It is firmly linked to the
mandate of French-language
schools and exists to help those
boards better fulfil their mission.
• educate young francophones to
French-language district school
French- and English-language
become competent and responsible
boards may only operate schools/
schools.
citizens, empowered by their
classes in which French is the
linguistic and cultural identity;
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
• increase the capacity of learning
7
were holders of French-language
The exceptions are the six school
communities, including school
education rights; and immigrant
authorities located in hospitals,
staff, students, and parents, to
children whose parents’ mother
which have appointed rather than
support the linguistic, education,
tongue is neither French nor
elected trustees. Trustees play a
and cultural development of
English. Boards’ revised local
key leadership role in ensuring
students throughout their lives;
admission policies came into
that schools operate within the
effect on January 15, 2010.
standards established by the
phone environment through
At the same time, the Ministry
province, and that programs and
solid partnerships among the
issued a Policy Statement and
school, the family, and the
Guidelines on the Admission,
community as a whole; and
Welcoming and Support of
• expand and enrich the franco-
• increase the vitality of education
Students in French-Language
institutions by focusing on
Schools in Ontario. School boards
student retention and increased
were asked to develop local
enrolment, thus contributing to
protocols for welcoming students
the sustainable development of
and parents, for implementation
the French-language community
in September 2010. (http://www.
in Ontario.
edu.gov.on.ca/eng/document/poli-
The complete policy document
and an overview are available on
the Ministry of Education website
at http://www.edu.gov.on.ca/eng/
amenagement/mandate.html
Over the past thirty years, the
ethno linguistic profile of the
French-speaking community in
Ontario has undergone a major
transformation. For this reason, and
in order to ensure that admission
to French-language schools is
inclusive and that the process is
transparent, the Ministry issued
guidelines in April 2009 requiring
French-language school boards to
review their local admission policies,
guidelines, and administrative
cy/Admission.pdf)
The Ministry of Education has
committed to consulting with Frenchlanguage education partners on
project proposals that may have
implications for the governance of
French-language education under
the Education Act. The Ministry
published Consultation Policy on
Governance of French-Language
Education in July 2011 which
describes a consultation process
to identify facts and issues relevant
to matters of governance of
French-language education. The
services remain responsive to the
communities they serve.
School Board Responsibilities
School boards are responsible for
student achievement and wellbeing, for ensuring effective
stewardship of the board’s resources
and for delivering effective and
appropriate education programs
for their students. The Education
Act and its regulations set out the
services that district school boards
and school authorities must offer.
The responsibilities of a school
board include a key governance
role with respect to:
• operating schools according to
provincial legislation;
• having a vision statement that
reflects the board’s philosophy
and local needs and priorities;
• the development of a multiyear strategic plan;
• setting the board’s budget
document is available at: http://
within the provincial grants
www.edu.gov.on.ca/eng/amenage-
and accompanying regulations;
ment/mandate.html
directives to streamline the
School Board Trustees
admission process for three groups
The role of the school board trustee
whose parents are not French-
is discussed in detail in Chapter 4 of
language education rights holders:
this Guide. All district school boards
French-speaking immigrants;
and most school authorities are
children whose grandparents
governed by locally elected trustees.
• making provision for resources
and for the hiring of teachers,
other staff;
• accountability to the public
for implementing curriculum
according to ministry
curriculum policy;
8
• developing and delivering
other programs that reflect
provincial policies and local
priorities;
• providing for the hiring of
• implementing board policies;
school boards may jointly share a
• managing all facets of school
director of education [s. 280].
board operations;
• ensuring that the board’s
multi-year plan establishes
teachers and other staff
the board’s priorities and
required in their schools;
identifies the resources that
• providing for the maintenance
will be used to achieve them;
of school buildings and property
• implementing, and monitoring
with regard to student safety and
the implementation of the
in accordance with provincial
multi-year plan;
legislation;
• monitoring the policies of the
• reporting regularly to the board
on the implementation of the
schools and the achievement
plan, as well as reviewing it
of students and, through the
annually with the board;
director of education, holding
the entire system accountable
for meeting provincial and
board standards;
• hiring and performance
• bringing to the board’s attention
any act or omission by the
board that could violate or
has violated the Education
Act or any of its policies,
appraisal of the director of
guidelines or regulations. If
education.
the board does not respond
Directors of Education
The director of education is the
chief executive officer and chief
education officer (CEO) of the
school board. The director is the
sole employee who reports directly
to the board and acts as secretary
to the board. Through the director
of education, a school board
holds all of its schools accountable
for improving student achievement
and well-being, providing an
in a satisfactory manner, the
director is required to report
the act or omission to the
Deputy Minister of Education.
All school board staff report either
directly or indirectly to the director
of education. The director of
education reports to the board,
usually through the chair or his or
her delegate. As well, the director
serves as the secretary of the board.
(See Chapter 7, Meeting Procedures.)
equitable and inclusive environment
Every district school board must
and enhancing public confidence
hire a qualified supervisory officer
in publicly funded education,
as its director of education [s. 283(1)]
based on expectations set at the
and obtain the Minister’s confirmation
provincial and board levels.
that the person to be appointed is
Directors are responsible for:
eligible for the position. [s. 285(2)].
• advising the board on
Subject to the Minister’s approval,
operational matters;
two or more school authorities or
School authorities may also, with
the Minister’s approval, obtain the
services of a supervisory officer
through an agreement with another
board or with the ministry itself.
Under special circumstances
a supervisory officer (either a
director or superintendent) may
be appointed by the Minister
of Education. In that case, the
supervisory officer is responsible
to the Minister.
The Act distinguishes between a
board’s responsibility for policy
development and the responsibility
of the director for operationalizing
that policy. It is important that the
board of trustees be clear about
roles and responsibilities and
determine, through policy, which
matters are operational and there-
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
9
fore addressed by the director,
accountable for the business functions
Reports to the board related to the
and which matters are policy and,
of the organization are required to
responsibilities of the superintendent
therefore, decided on by the board.
hold supervisory officer qualifications
are provided through the director
All directors of education belong to
but do not need to have teacher
of education. [ss286(1)]
qualifications. See Regulation 309
Supervisory officers belong to
the Council of Ontario Directors of
Education (CODE). All 12 Frenchlanguage directors of education
also belong to the Conseil ontarien
des directions d’éducation de langue
française (CODELF). English Catholic
Directors of Education may belong
(Supervisory Officers) of the
Education Act for more information.
Prior to appointing a supervisory
officer, a board must obtain the
Minister’s confirmation that the
person to be appointed is eligible
to the Council of Directors of
for the position. [s. 285(2)].
Education (ECCODE) and French
Superintendents who lead and
Catholic directors of education may
supervise schools and programs
belong to the Conseil ontarien des
focus their efforts on improving
directions d’éducation catholique
student achievement and well-being
de langue française (CODEC).
and strengthening accountability.
Supervisory Officers
Supervisory officers, often called
superintendents, are accountable
to the director of education for the
implementation, operation, and
supervision of educational programs
in their schools and must hold both
supervisory officer and teacher
qualifications. Supervisory officers
As leaders they work with principals
and staff to ensure that schools
one or more of the following
professional organizations,
depending on the system they
serve:
• the Ontario Association of
School Business Officials
(OASBO)
• the Council of School Business
Officials (COSBO)
• the Ontario Public Supervisory
Officers’ Association (OPSOA)
• the Ontario Catholic School
Business Officials (OCSBO)
have a School Improvement Plan
• the Ontario Catholic
for Student Achievement (SIPSA).
Supervisory Officers’
This plan is based on student
Association (OCSOA)
learning needs and aligns with
the school board’s multi-year
strategic plan (MYSP), the Board
Improvement Plan for Student
Achievement (BIPSA) as well as
board and ministry priorities.
Superintendents are also accountable
for implementing board and ministry
policy as well as performance
appraisals. They are responsible for
ensuring that school buildings are
maintained according to ministry
• the Association des gestionnaires de l’éducation francoontarienne (AGEFO)
Schools
In general, elementary schools
provide programs for children in
Full-Day Kindergarten to Grade 8,
and secondary schools serve students
enrolled in Grades 9 through 12.
(See Note 2 on page 150.)
and board policy. They must also
Schools achieve excellence in
report to the medical officer of
education by:
health any case in which a school
• promoting high standards of
building or school property is found
individual achievement;
to be in an unsanitary condition
• promoting 21st century skills
[s. 286(1)]. As supervisory officers
that include collaboration,
of the board, superintendents
communication, critical thinking,
hold the schools accountable for
creativity and effective use of
student achievement.
learning technologies;
10
• providing the understanding and
organizing schools and grouping
vision and direction for their
basic skills required for active,
students. For example, boards
school.
compassionate participation
may operate classes for individuals
Principals and vice-principals
in the life of the family, the
who have developmental disabilities,
may belong to one or more of
community, the province, the
and they may hold classes in care,
the following professional
nation, and a global society;
treatment, and correctional facilities.
organizations:
• cultivating a love of learning;
• recognizing the value of
diversity among learners and
communities;
• creating a safe, inclusive,
Attendance at these specialized
schools is declining as more students
move into the increasingly inclusive
environment of classrooms in the
boards’ schools.
• the Ontario Principals’ Council
(OPC)
• the Catholic Principals’ Council
of Ontario (CPCO)
• the Association des directions
welcoming and positive school
Principals
climate free of discrimination
Principals are the educational leaders
écoles franco-ontariennes
and harassment;
within their school communities.
(ADFO)
• seeking and welcoming
They are responsible for student
parental involvement in school
achievement and well-being and
activities; and
for providing a safe and accepting
• exploring creative approaches
to education.
All boards must provide or purchase
special education programs for
exceptional students within their
jurisdictions. School boards are
required to make full-day kindergarten programs available for fourand five-year olds. This full-time
program initiative was introduced
in September 2010 with full
implementation across the province
in September 2014. Where there is
sufficient demand, school boards
are also required to offer fee-based
before and after school programs
for four-and five-year olds, operated
directly by the school board or
delivered by a licensed child care
operator. (For more detailed
information see Chapter 9.)
Subject to provincial direction on
matters such as class size and
instructional time, school boards
and schools can set policies for
learning environment for students.
They ensure that the programs
that are in place are effective and
align with board and ministry
policies. They are responsible for
supervising teachers and programs
within their schools, and for ensuring
that student evaluation and
assessment is performed according
to ministry and board guidelines
and policies. Principals ensure that
parents and guardians receive
appropriate information about
the learning of their own children
and students as well as the overall
performance of the school. They
work collaboratively with their
et des directions adjointes des
In addition to any teaching duties
the principal may have, he or she is
responsible for the daily operation
of the school, including the care
of students and the supervision
of staff. Some of the principal’s
obligations under the Education
Act are:
• developing implementation
plans for new education
initiatives that relate to student
achievement or to accountability
of the education system to
parents;
• undertaking teacher performance
appraisals as required by
Ontario Reg. 99/02 (Teacher
Performance Appraisal);
• maintaining proper discipline
staff, parents, and the community
in the school and attending
to develop and implement school
to the care of students and
improvement plans that reflect
property;
school and board priorities and set
• registering students, and
strategies to improve student
ensuring that attendance is
results. In consultation with their
recorded, examinations are
school council, and in alignment
held, and students’ progress
with board policy, principals are
is reported on;
responsible for establishing the
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
11
information to the ministry
might threaten the physical or
assigning classes and subjects
and the appropriate supervisory
mental well-being of students.
to teachers, and encouraging
officer about discipline, student
Regulation 298 (Operation of
cooperation among staff
achievement, and the condition
Schools – General) lists additional
members;
of school premises;
principal’s duties. These include
• preparing a school timetable,
• ensuring that students use
• reporting promptly to the
making recommendations to the
textbooks approved by the
board and medical officer of
board, through the director of
board or , in the case of subject
health if he or she suspects a
education, about teacher appoint-
areas for which the Minister
communicable disease in the
ments, promotions, demotions,
approves textbooks, approved
school or detects an unsanitary
or dismissals, and promoting close
by the Minister;
condition in the school building
cooperation with parents, industry,
or on school property; and
business, and other community
• reporting on any aspect of
school business required by
the board and providing
• refusing access to anyone who,
groups.
in the principal’s judgement,
THE ONTARIO LEADERSHIP STRATEGY
There is a growing body of knowledge and research that
demonstrates a strong relationship between effective
school and district level leadership and improved
student outcomes. In 2008, the Ministry of Education
launched the Ontario Leadership Strategy (OLS) to
support student achievement and well-being by taking
a coordinated and strategic approach to leadership
development in Ontario’s school system. The current
goals of the OLS are to:
• Attract the right people to leadership roles
• Develop personal leadership resources in
individuals and promote effective leadership
practices to support improved student achievement
and well-being
• Develop leadership capacity and coherence in
organizations to strengthen their ability to deliver
on education priorities.
Current ministry initiatives include the Board
Leadership Development Strategy (BLDS) which
provides funding and resources to boards for leadership
and succession planning strategies that meet their
unique needs. Most boards offer programs for aspiring
leaders, mentoring for newly appointed leaders, as well
as programs for aspiring leaders in their BLDS. More
information can be found at http://www.edu.gov.on.ca/
policyfunding/leadership/BLDSQuickFacts.pdf
The OLS is supported by an Ontario research
framework founded on empirical evidence about
successful leadership practices across many different
contexts but especially schools and districts. Known as
the Ontario Leadership Framework (OLF), it describes
the leadership practices and personal leadership
resources that support creating the conditions in which
student achievement can thrive. The framework
describes what leadership looks like in schools and
boards and offers a common language through which
leadership can be discussed. The Ministry and most
school boards are now using the framework as a
foundation for their leadership development efforts.
A component of the OLF is the District Effectiveness
Framework (DEF). It identifies the characteristics of
high-performing school systems and will support
trustees in their roles as policy makers particularly in
the areas of recruitment, selection and programs. The
following resources provide more information on the
Ontario Leadership Framework and the DEF:
• The Ontario Leadership Framework: A School And
System Leader’s Guide to Putting Ontario’s
Leadership Framework into Action. http://iel.imix.
ca/storage/6/1380680840/OLF_User_Guide_FINAL.
pdf
• The Ontario Leadership Framework 2012 with a
discussion of the Research Foundations. http://iel.
imix.ca/storage/6/1360068388/Final_Research_
Report_EN_REV_Feb_4_2013.pdf
12
The principal also has a key role to
(See “Ontario College of Teachers”
play in ensuring that school councils
later in this chapter.)
operate effectively. The principal
Teachers may belong to the
attends and acts as a resource at
Ontario Teachers’ Federation
before the start of classes
school council meetings and reports
(OTF) through one or more of
on actions taken as a result of the
• prepare teaching plans and
the following affiliates:
council’s recommendations.
Ontario Regulation 234 (Principal
and Vice-Principal Performance
Appraisal) requires that principals/
vice-principals have an annual
growth plan and be appraised
once every five years. During
their appraisal year, principals/
vice-principals are required to
set performance goals that
support student achievement
and well-being based on their
school and board improvement
plans and provincial educational
priorities. The annual growth plan
outlines professional learning
activities and supports. The
Principal/Vice-principal Performance
Appraisal Technical Requirements
Manual outlines the requirements
of the appraisal process. The Education
Act and Regulation 234/10 define
the timelines, processes and steps
to be followed. Principal/VicePrincipal Performance Appraisal
(PPA) is a component of the
Ontario Leadership Strategy (OLS).
At the board level it is part of the
Board Leadership Development
Strategy (BLDS).
Teachers
Teachers who are members of the
Ontario College of Teachers (OCT)
or who have a special letter of
• the Ontario English Catholic
Teachers’ Association (OECTA)
• the Elementary Teachers’
Federation of Ontario (ETFO)
• use only textbooks approved
by the ministry and the board
• be available and prepared
outlines
• ensure that all reasonable safety
procedures are carried out in
courses and activities
• cooperate with the principal
• Association des enseignantes
and other teachers to establish
et des enseignants franco-
and maintain consistent disci-
ontariens (AEFO)
plinary practices in the school
• the Ontario Secondary School
Teachers’ Federation (OSSTF)
Teachers are the front-line
representatives of the education
system. Their many activities go
beyond instruction and include
encouraging students to pursue
learning, maintaining classroom
discipline, and evaluating students’
learning and progress.
The Education Act [s. 264(1)] and
Regulation 298 (Operation of
Schools – General) set out the
following teacher duties and
expectations:
• teach classes or subjects
assigned by the principal
• instruct, train, and evaluate
pupils effectively
• manage the classroom
effectively
• carry out the supervisory duties
and instructional program
assigned by the principal
• cooperate fully with other
permission from the ministry
teachers and the principal in
may teach in publicly funded
all matters related to the
elementary or secondary schools.
instruction of pupils
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
• ensure that report cards are
13
assessment practices, building on
For more information about NTIP
fully and properly completed
and complementing the initial
visit: http://www.edu.gov.on.ca/
and processed
teacher education programs.
eng/teacher/induction.html
• cooperate and assist in the
NTIP consists of the following
administration of tests under
elements:
Teacher Performance Appraisal
the Education Quality and
• Orientation for all new teachers
Ontario has province-wide teacher
Accountability Office Act, 1996
• participate in regular meetings
with pupils’ parents or guardians
• assist the principal in maintaining
close cooperation with the
community
• perform duties as assigned by
the principal in relation to
cooperative placements of
pupils
• perform duties normally
associated with the graduation
of pupils
• participate in professional
activity days as designated by
the board, and
• give notice of absence
to the school and school board
• Professional development
appropriate to the individual
needs of new teachers, and
• Mentoring for new teachers
by experienced teachers
performance appraisal standards.
Principals must conduct regular
performance appraisals of their
teaching staff in accordance with
these standards. The Ministry
of Education provides teacher
performance appraisal manuals,
The NTIP builds on the faculty
approved forms, and guidelines
experience gained in the Initial
to support implementation of the
Teacher Education Program by
appraisal processes for teachers.
providing another full year of
Section 277 of the Education Act,
professional support. The intent
Ontario Regulation 99/02 (Teacher
is that new teachers will have the
Performance Appraisal), and the
requisite skills and knowledge to
ministry’s guidelines define the
achieve success as experienced
timelines and steps to be followed
teachers by the end of their first
in appraisals, as well as areas to be
year of teaching.
covered by the parent survey and
All publicly funded schools are
student survey components of the
appraisal.
Many teachers choose to participate
required to offer the NTIP, and
in supervising co-instructional
teachers new to Ontario’s publicly
For more information about
activities at the school. These
funded schools are required to
Teacher Performance Appraisal
activities occur outside the regular
participate. New teachers are
visit: http://www.edu.gov.on.ca/
instruction program and are
considered to have completed the
eng/teacher/appraise.html
designed to enrich students’
program when they have two
school-related experience and
successful teacher performance
support educational goals.
appraisals. All teachers who
Examples include sports, arts
successfully complete the NTIP
and cultural activities.
will receive a notation on their
New Teacher Induction Program
The New Teacher Induction
Program (NTIP) supports the
growth and professional learning
of new teachers.
It is the second job-embedded step
in a continuum of professional
learning for teachers to support
effective teaching, learning and
Certificate of Qualification and on
the Public Register of the Ontario
College of Teachers.
Boards play an important role in
the NTIP. They are responsible
for overseeing the quality of the
program in the schools, fiscally
managing it, and reporting the
results of the program to the
ministry.
School Councils and Parent
Involvement Committees
The Education Act requires each
school board to establish a school
council for each school operated by
the board [ss. 170(1)17.1]. School
councils are advisory bodies whose
purpose is to improve student
achievement and enhance the
accountability of the education
system to parents.
School boards must also establish
a Parent Involvement Committee
(PIC) [O.Reg 612/00 (School
14
Councils and Parent Involvement
Program through an accredited
Committees)]. The role of a PIC is
faculty of education, submit to a
professional standards and
to support improved student
criminal background reference
establishes requirements for
achievement and well-being
check, and provide evidence of
professional development
through encouraging and enhancing
effective communication in one
• investigates complaints from
parent involvement at the board
of Ontario’s official languages of
the public about the conduct,
level.
instruction.
competency and fitness to
For more detailed information
For more information, visit the
practise of members and, if
about school councils and parental
Ontario College of Teachers
necessary, disciplines
involvement in education, see
website at www.oct.ca
members.
Chapter 11, Working with School
Councils, Parent Involvement
Early Childhood Educators
Committees, and Communities.
Only registered members of
Ontario College of Teachers
Educators (CECE) or those who
The Ontario College of Teachers
was established in 1997 to allow
teachers to regulate and govern
their own profession in the public
interest. Teachers who want to
work in publicly funded schools in
Ontario must be certified to teach
in the province and be members
of the College.
The College:
• ensures Ontario students are
taught by skilled teachers who
adhere to clear standards of
practice and conduct;
• establishes standards of practice
and conduct;
• issues teaching certificates and
may suspend or revoke them;
and
• accredits teacher education
programs and courses.
the College of Early Childhood
have a special letter of permission
from the ministry may be designated
as the Early Childhood Educator
(ECE) in full day kindergarten
classrooms, and, where boards are
the operator, in before and after
school programs for four- and
five-year olds.
Early childhood educators have
knowledge about early childhood
development, observation and
assessment. They bring a focus on
age-appropriate program planning
that promotes each child’s physical,
cognitive, language, emotional,
social and creative development
and well-being.
College of Early Childhood Educators
The College of Early Childhood
Educators was established in 2007
and regulates and governs Ontario’s
early childhood educators to protect
In order to be certified by the
the public interest. It is the first
College as a teacher of academic
professional self-regulatory college
subjects in Ontario, prospective
for early childhood educators in
teachers must have an approved
Canada. The College:
postsecondary degree, complete
• promotes and provides
the Initial Teacher Education
leadership for the profession
of early childhood educators
• develops and maintains
Early childhood educators who
want to work in publicly funded
kindergarten classrooms in
Ontario must be members of
the college.
More information can be found
at the College of Early Childhood
Educators website at: www.collegeece.ca
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
CHAPTER 2:
School Board Trustee
At a Glance
16
There are three kinds of trustees:
1. Trustees elected through the
Municipal Elections Act, 1996
2. First Nation Trustees appointed to
the board by their First Nation
3. Student Trustees elected by the student body
of the board
students. The number of First Nation
trustees depends on the number of First
Nation students attending under tuition
or education services agreements. First
Nation trustees are selected by the First Nations and
are full members of the board with all the rights and
obligations of other board members. For details, see
Chapter 5, First Nation, Métis and Inuit Education.
Where trustees are elected, the process is governed
by the Education Act and the Municipal Elections
Act, 1996.
Trustees Elected through Municipal Elections
Student Trustees
District school boards are required to organize an
election each year of one to three student trustees.
They are elected by students of the board or by a
School board trustees are elected every four years
student representative body. To act as a student
during municipal and school board elections. Voters
trustee, a student must be a full-time pupil in the
must choose which of the four school board systems
senior division. This requirement does not apply to
they will support, subject to certain restrictions. This
a student who may not be able to attend full-time
means that each voter can elect a trustee to only one
because of an exceptionality. The one-year term of
of the four school board systems in a jurisdiction:
office of student trustees runs from August 1 of the
English public, English Catholic, French public, or
year they are elected to July 31 of the following year.
French Catholic. Voters who own residential
property in more than one school board district may
vote in each of the school board districts in which
property is held.
Student trustees are not board members, do not have
a binding vote on the board, and are not entitled to
move a motion although they can suggest a motion
at the board, or at a committee of which they are a
member, that may then be moved by a member of
First Nation Trustees
the board. If no board member moves the suggested
A school board may enter into an agreement with
motion, the record will show the suggested motion.
one or more First Nations to provide education
Student trustees do, however, have a number of other
services to First Nation students. Such agreements
rights, including the right to require a non-binding
are called tuition or education services agreements.
recorded vote, the same opportunities for participation
When students from First Nation communities
at meetings of the board and of its committees as
attend schools operated by a school board under a
any other member, and the same access to board
tuition or education services agreement, the board
resources and trustee training opportunities as board
may be required to appoint a First Nation trustee(s)
members have. Student trustees are also permitted
to the board to represent the interests of those
to participate in in camera board meetings, with the
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
17
exception of those dealing with
honorarium must be determined
and extended health insurance.
matters relating to intimate,
by the board by October 15 in the
The board may provide accident
personal or financial information
year of the municipal and school
and third-party liability insurance
about a member of the board or
board elections. The honorarium
for trustees, but a trustee would
of a committee of the board, an
is made up of: an annual base
only be covered while he or she is
employee (or prospective employee)
amount; an annual student
on board business.
of the board, a student, or a student’s
enrolment amount based on the
parent or guardian. [s. 55(5)]
board’s average daily enrolment;
Student trustees are entitled to
an amount payable to the trustee
Trustee Honoraria
District school boards are
required to establish a policy for
the payment of trustee honoraria.
The amount varies from board to
board in accordance with the limits
set out in Ontario Regulation
357/06 (Honoraria for Board
Members). The outgoing school
board has the authority and
responsibility to determine the
level of remuneration for the
new, incoming board. The new
for attendance at eligible meetings;
and, a distance amount in the
case of boards covering a certain
geographical area. First Nation
trustees appointed to a school
board receive the same honorarium
as other members of the board.
The chair and the vice-chair of a
board are entitled to additional
an honorarium, currently $2,500,
which is pro-rated if the student
trustee serves less than one year
[s. 55(8)]. The board has to
reimburse student trustees for
out-of-pocket expenses. The
board must also implement a
policy providing for matters
relating to student trustees and
the payment of honoraria.
amounts for the responsibility of
not intended to be a salary. The
School Board Size – How the
Number of Trustees is Decided
honorarium amount across
The provisions governing the
Ontario ranges from $6,000 to
number of elected trustees on
$26,000. School authority trustees
district school boards and their
are paid an honorarium at the
distribution over a board’s
same rate as was paid on December
territory are found in section 58.1
1, 1996 [Regulation 357/06].
of the Education Act, and in
The Education Act also enables
Ontario Regulation 412/00
school boards to establish a policy
(Elections to and Representation
that provides for reimbursement
on District School Boards).
of travel and other expenses
The Act sets the number of elected
incurred in fulfilling the role of
trustee positions on a district
trustee [s. 191.2] Guidance is
school board at the number that
also provided by the Trustee
was determined by the board for
Expenditure Guideline. See: http://
the 2006 school board regular
www.edu.gov.on.ca/eng/
election, with the following
policyfunding/memos/july2009/
exceptions:
their office. An honorarium is
Guideline_2009B08.pdf.
• For a school board whose
Trustees do not have access to
number of elected trustees
board benefit plans that are
was increased by order of the
provided to school board staff,
Minister following the isolate
such as group life insurance;
board mergers which took
general accident insurance; and
place in 2009, the total
sickness, hospital/medical, dental,
number of elected trustees
18
includes the additional
provide greater representation to
• a Canadian citizen;
position(s) ordered by the
rural or other areas within the
Minister.
board’s jurisdiction than would
• at least 18 years old;
• A board may, by resolution,
reduce its number of elected
trustees to no fewer than five.
• A board that has experienced
a demographic or geographic
change may use the formula
in Ontario Regulation 412/00
to recalculate its number of
elected trustees. [s. 58.1 (10.0.1)];
however the total number of
elected trustees on a school
board cannot exceed 22.
otherwise be afforded by a strict
representation-by-population
calculation.
The “determination and
distribution” process described
above must be completed by
boards by March 31 in a regular
election year. By April 3, boards
election clerks for all
municipalities within the board’s
jurisdiction, and to the secretary
elected trustee positions over
board’s area of jurisdiction.
their area of jurisdiction. They do
More information on the trustee
so by combining municipalities
determination and distribution
and wards in their area of
process, including the detailed
jurisdiction into a number of
reporting requirements can be
geographic areas and allocating
found in the Trustee Determination
their trustee positions to these
and Distribution Guide for Ontario
areas. The steps are set out in
District School Boards at www.edu.
O. Reg. 412/00 and the process
gov.on.ca/eng/trustee-elections/
is called trustee distribution.
municipalities as low
population municipalities
Becoming a School Board
Trustee
Qualifications to Run for the Position
of School Board Trustee
Trustee candidates need not have
and directs that an alternative
a background in education.
distribution of members be
A candidate for a school board
done, or
must, upon nomination, be a
• states that the board has
decided not to designate
qualified municipal elector and
fulfil all of the following
any municipality as a low
requirements:
population municipality.
• a resident within the
Designation of low population
municipalities allows boards to
school board)
• not legally prohibited from
voting; and
• not disqualified by any
school board office.
school boards must allocate their
• designates one or more
running for French language
Minister of Education, to the
is wholly or partially within the
must pass a resolution that either:
• French language rights** (if
legislation from holding
of every other school board which
than one municipality, the board
for a separate school board);
must provide a report to the
Before each regular election, district
In boards where there is more
• Roman Catholic (if running
jurisdiction of the board;
• a supporter of the board*;
* “ Supporter” refers to the individual’s
support for one of the four publicly
funded school systems.
** “French-language rights holder” is
set out in section 23 of the Canadian
Charter of Rights and Freedoms and
refers to the right of citizens whose
first language is French to receive
educational instruction in French.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
A candidate who is qualified and a
The following persons are
An employee of a school board
resident in the jurisdiction of the
disqualified from being elected
who wishes to run for office on
school board can seek nomination
to school board office:
any school board must take an
for any geographic area within
• any person not eligible to
unpaid leave of absence prior to
the jurisdiction of the board.
If nominated, a candidate must
remain qualified throughout
the election and, if elected,
throughout the term of office.
vote in the municipality;
• an employee of a school
board unless he or she
absence before being
School board candidates should
nominated, and
confirm that they have the
qualifications described in section
219 of the Education Act. It is the
responsibility of the candidate
to determine whether he or she
is qualified to be elected to and
hold office.
A candidate for school board
office cannot be a clerk, deputy
clerk, treasurer or deputy treasurer
of a municipality within the
jurisdiction of a board.
• takes an unpaid leave of
• resigns, if elected to the
office;
• a judge of any court;
• a member of the Legislative
Assembly of Ontario (MPP),
a Senator or a member of the
House of Commons (MP); or
• an inmate of a penal or
19
being nominated. If elected, the
employee must resign. A person
may not be employed by one
school board and hold office on
a different school board.
(Detailed guides for trustee
candidates and prospective
candidates – Making a Difference
for Kids : Running for Election as
a School Board Trustee, are
available online from the four
school boards’ associations (www.
acepo.org; www.afocsc.org; www.
ocsta.on.ca and www.opsba.org )
Term of Office
correctional institution under
The term of office for newly
sentence of imprisonment.
elected members begins on
December 1, 2014 and ends on
November 30, 2018. Boards are
required to hold their first
meeting within seven days of the
new term commencing. However,
this can be later if a majority of
members are unable to participate.
It is at this first meeting that a
chair is elected and possibly a
vice-chair and committee
members.
The members of a board remain
in office until their successors are
elected and the new board is
organized. [s. 220 (1)]
Requirement to Attend Meetings
Trustees are expected to attend all
board meetings and all meetings
of board committees of which
they are members, either
physically or through electronic
means. A member of a board who
participates in a meeting through
electronic means in compliance
with Ontario Regulation 463/97
is considered to be present at the
meeting. Members are to be
provided with electronic means
for participating in meetings. If a
• the director of education or his
or her designate
For other committee meetings,
the following people must be
physically present:
• the chair of the committee or a
designate
• the director of education or a
designate
trustee expects to be absent from
a regular board meeting, that
trustee can have the absence
authorized by a board resolution
entered in the minutes. Note that
a trustee will lose his or her seat
for being absent without
authorization for three
After the Election
This section of the chapter
addresses questions that may
arise after the votes have been
tallied on election day or once the
term of office has begun.
consecutive meetings [s. 228(1)
Tied Votes and Recounts
(b)]. In addition, a trustee must
If two or more candidates get the
physically attend at least three
board meetings in the calendar
year beginning December 1 and
ending November 30.
same number of votes, and they
can’t all be elected, there is an
automatic recount. The recount
must be held within 15 days of
Ontario Regulation 463/97
the clerk declaring the results of
requires every school board to
the election. If you are one of the
develop and implement a policy
candidates in the tie, you are
for using electronic means to hold
entitled to be at the recount.
meetings of the board and meetings
A recount may also be held
of committees of the board,
including a committee of the
whole board. (See Note 3 on
page 150) However, at every
meeting of the board or a
committee of the whole board,
in either of the following
circumstances:
• the board passes a resolution
requiring a recount, or
• an elector who is entitled to
all of the following people must
vote has reasonable grounds
be physically present in the room:
for doubting the election
• the chair of the board or a
designate
• at least one additional
member of the board
results. In this case, the elector
must apply to the court for a
recount within 30 days after
the election results are
declared.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
If a recount results in another tie,
• ceases to hold the
the municipal clerk chooses the
qualifications required to
successful candidate by lot. This
be a trustee;
means putting the names of the
tied candidates into a hat (or other
suitable container) and drawing
the name of the winner.
21
• becomes disqualified to act
as a trustee; or
• fails to be physically present in
the meeting room of the board
Vacating a Seat
for at least three regular board
A trustee does not have to resign
meetings in each twelve-
in order to run as a candidate for
another office, as long as he or she
month period beginning on
December 1.
continues to meet attendance
Any one of these conditions will
requirements for board meetings.
require the trustee to vacate their
If a trustee chooses to resign in
seat.
order to become a candidate for
A school board continues to exist
another office, he or she may
simply file a statement to that
effect with the secretary of the
board. In this situation, the
even if, for whatever reason, there
are no longer any trustees on the
board.
resignation becomes effective on
Filling Vacancies
November 30 or the day before
All vacancies on the board must
the other office commences,
be filled, unless the vacancy
whichever is earlier [s. 220(4)].
occurs within one month of
If the trustee is unsuccessful in
the next municipal election
their bid for the other office, he
[s. 224(a)]. A vacancy that occurs
or she cannot resume the seat on
after the election but before the
the school board without being
new board is organized shall be
re-elected or, in some cases,
filled after the new board is
appointed.
organized [s. 224(b)].
Under the Education Act [s. 228(1)],
A school board has 90 days to
a trustee’s seat is automatically
decide whether to fill the vacancy
vacated if the trustee:
by appointment or by holding a
• is convicted of an indictable
by-election.
offence;
• is absent – either in person or
Appointment: If a majority of the
trustees remain in office, the
electronically – from three
remaining trustees can appoint a
consecutive regular board
qualified person within 90 days
meetings (unless the absence
of the position becoming vacant.
was authorized by a resolution
entered into the minutes);
If a board decides to fill a vacancy
by appointment, they must appoint
22
a person who is eligible to serve
not decide when nomination day
to school boards in cases where
on the board and who is willing
or voting day will be. These dates
they are legally required to hold
to accept the appointment.
are determined by the clerk.
a by-election.
The legislation does not set out
Nominations open when the school
any other criteria. It is up to the
board has passed a resolution
board to determine how they will
ordering the by-election and sent
decide who to appoint. Different
it to the clerk who will conduct
approaches include:
the by-election. Nominations close
• appointing the candidate who
at 2 p.m. on nomination day.
came second in the general
The clerk must set the nomination
election;
day within 60 days after the
• inviting interested persons to
apply for the position; and
• offering the appointment to a
member of the community.
By-election: The board can, by
resolution, require that a vacancy
be filled in a by-election held in
accordance with the Municipal
Elections Act, 1996, if the vacancy
occurs:
• in a year where there is no
election under the Municipal
Elections Act, 1996;
• prior to April in a year where
there is an election under the
Municipal Elections Act, 1996; or
• after the school board election,
in a year where there is an
election under the Municipal
Elections Act, 1996.
If a majority of the trustees does not
remain in office following a vacancy,
a by-election must be held.
by-election is ordered by council,
the board or the court. Voting
day takes place 45 days after
nomination day.
In a by-election for a trustee
position, the following persons
cannot run unless their present
term of office is due to end less
than two months after the
nominations close, or unless they
resign from their present office
before the nominations close:
• a trustee of another district
school board or school authority
• a member of the council of a
county or municipality
included in the board’s area
• an elected member of
a local board of a county or
municipality included in the
district school board’s area.
Subsection 7 (2) of the Municipal
Elections Act (MEA) states that
municipalities bear the costs of a
Once the school board has decided
regular election, but local boards
to hold a by-election, the municipal
bear the costs of by-elections
clerk is in charge of conducting
under the MEA. The Ministry
the by-election. The board does
of Education provides funding
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
CHAPTER 3:
Board Governance
24
Background
In education, the true test of any board’s governance
School boards are responsible for the provision of
structure is its effectiveness in promoting and sustaining
publicly funded education within their jurisdictions.
a board’s achievement standards, accomplishing
They are leaders of publicly funded education in
goals designed to bring positive results to communities,
their communities and in the province. They carry
and demonstrating accountability. Effective board
out this responsibility within relevant statutes and
governance relies on a clear understanding of roles
regulations. A provincial funding model determines
and responsibilities. Trustees, as individuals do not
the funds that each board receives from the provincial
have authority to make decisions or take action on
government to deliver the education services and
behalf of the board. They are members of the board
programs that support student achievement. Through
and it is the board as a whole that exercises authority
their local governance school boards exercise their
and makes decisions and does so in the interests of
leadership to develop strategic plans, direct policy-
all students of the board. Trustees are required to
making and approve allocation of resources. This
uphold the implementation of any board resolution
governance role sets the conditions that will provide
after it is passed by the board. As trustees communicate
a high quality education for every student to meet
with their constituents and hear their concerns, they
high standards of achievement and to succeed in
must at the same time convey that changes to existing
school and in life. Effective governance also ensures
board policy require consideration by the board as
that the education system remains accountable to
a whole. Trustees facilitate the concerns of their
the people of Ontario.
constituents by advising them as to which board
staff can answer their questions or deal directly with
What Is Governance?
Governance provides a framework and a process for
the allocation of decision-making powers. Good
governance is the exercise of these powers through
ethical leadership. School boards are the embodiment
of local governance in action. Through their decisions
and policies they demonstrate to their communities
effective stewardship of the board’s resources in the
interests of students and the community as whole.
their concerns. In some cases, trustees may bring
problems that affect the entire jurisdiction to the
board for resolution.
In carrying out their role trustees have the very real
challenge of balancing their responsibilities and
allegiances as representatives of their communities
with their role as education leaders within the decisionmaking body of the board as a whole. Trustees are
committed to, and are required under the Education
Ultimately, governance is the exercise of authority,
Act, to bring forward to the board the concerns of
direction, and accountability to serve the higher moral
parents, students, and supporters of the board; yet
purpose of public education. A governance structure
as members of a governing body they must work
defines the roles, relationships, and behavioural
collaboratively with fellow board members and
parameters for the board and its staff.
make policy decisions that are beneficial to the entire
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
25
school district community. This
which are often remote and
in the governing role and plan for
focus can mean that the ultimate
isolated, and in environments
ongoing improvement of their
decisions made are at variance
where educational services must
practices as a governing body.
with the specific interests of a
meet the needs of an increasingly
particular geographical constituency
diverse population of students.
or interest group. (Chapter 4, The
The law plays a significant role in
defining governance structures
In order to respond effectively to
and processes for school boards.
these challenges, school boards
School boards are “creatures of
The trend in changes to legislative
continue to examine their functions
statute”, and their powers and
obligations and in public expecta-
and their roles in relation to both
accountability frameworks are,
tions increases the pressures on
the public they serve and the
to a significant extent, prescribed
Role of Trustees.)
by provincial legislation and
regulations. Effective school board
governance means that there is
a governance system in place to
ensure that a board has clarified
its role and its scope of responsibilities and how it will govern.
This includes clarity around the
goals it aims to achieve, the
strategies it will employ to achieve
them and its overall operating
norms, processes and procedures.
A clear understanding on the part
of the school board with regard to
its system of governance will have
a significant impact on the effectiveness of its policy development,
decision-making, business practices
and adherence to its legal obligations.
It will also influence how the public
perceives the efficacy of the board
school boards to demonstrate
senior employees of the board
continued improvements in
who are responsible for the day-
student achievement while being
to-day operation of the school
accountable in very transparent
board. More than ever, effective
Establishing a System of
Governance
ways for the resources they govern;
governance, characterized by the
Newly elected trustees will find
this includes government funding
structures and processes of decision
that their school board already
that is increasingly prescribed. The
making and accountability within
has a system of governance in
context within which boards
the system, is critically important.
place. Learning the existing
operate includes meeting the
To model a school system where
system is a first step to easing the
challenges of maintaining quality
there is a focus on continuous
transition to full and informed
as enrolment declines, particularly
learning, effective school boards
participation on the board. With
across large geographic areas
regularly review their performance
each election, the composition of
and its value to the community.
26
the board can change and, even
them and communicates its
• communicate its performance
if the change involves only one
progress in raising student
to the community and the
new member, this essentially
achievement;
ministry; and
creates a new board and a new
set of relationships. Each new
board with its returning and
new members should take the
opportunity to review its governance
structure to ensure that the board
• The board of trustees monitors
• reassess its vision (on a regular
its own performance and takes
basis.). (See Note 5 on page 150)
action to continually improve
its governance processes.
The steps in the process described
above can be further defined as
In The Road Ahead II: A Report on
follows:
the Role of School Boards and
Create a vision: A board-wide
Trustees, the former Education
vision statement goes hand in
Improvement Commission (EIC)
hand with a formal strategic
Reviews of school board governance
proposed a process for school
planning process. Historically,
in Ontario conducted more than
boards to follow in establishing
most boards have had vision
ten years apart outline reassuringly
and assessing their system of
statements and strategic planning
similar approaches and principles
governance. It recommended
processes with a scope of from
by which boards can assess their
that each district school board:
one to five years to help them
effectiveness as a governing body.
• create a vision in consultation
focus and prioritize the board’s
members can take ownership of
the planning, policy and decision
making processes.
The report of the School Board
Governance Review Committee
with its staff and community;
• appoint a director of education
(2009) (See Note 4 on page 150)
who shares the vision and has
reflects the input from trustees
the skills to work with the
across the province and offered
board to realize the vision;
the following principles of effective
school board governance:
• The board of trustees has a
• establish policies critical to
achieving the vision;
• establish a budget consistent
work. Since 2009, the Education
Act has required all boards to
develop a multi-year strategic
plan (MYSP), at least three
years in scope, which is aimed
at achieving the boards’ goals.
The Act also requires the board
of trustees to review the plan
annually with the board’s director
clearly stated mission that
with the priorities set out in
of education. This multi-year
includes high expectations
the vision and policies;
strategic plan aligns with mission,
for student achievement;
• The board of trustees allocates
• develop an organizational
model for senior staff and
its resources in support of the
assign responsibilities, so that
goals it has set;
the vision and policies are
• The board of trustees holds
its system accountable for
student achievement through
implemented throughout
the system;
• establish procedures for
its director of education by
monitoring the implementation
regular monitoring of evidence
of its policies, and tie these
of student achievement;
procedures to the performance
• The board of trustees engages
with its constituents in the
creation of policies that affect
appraisal of the director of
education;
vision and goals of the school
board and serves to ensure that
the board’s directions remain
both reflective of the community
and are focused on key priorities.
Reviewing the board’s strategic
plan following the municipal
elections offers an effective way
for the newly elected board to
become meaningfully engaged in
the board’s vision and planning
process. (A more detailed outline
of the multi-year plan process is
provided in Chapter 4.)
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
27
Share the vision: Effective school
Establish procedures for monitoring
school board, regardless of size
boards, working with their director
the implementation of policies: If
and organizational culture, to
of education, involve their staff
the board’s strategic plan includes
develop and adhere to decision-
and community in the development
a policy realignment process,
making processes that are
of their vision and strategic plan.
most of the policy-monitoring
transparent, accountable, and in
This builds essential elements of
work will be undertaken as part
line with the board’s vision and
ownership and cooperation among
of that process. However, govern-
strategic plan which are focused
staff, parents and the community
ment laws and regulations change
on student achievement and
at large that are necessary to achieve
and, therefore, ongoing monitoring
well-being.
the vision and implement the plan.
of board policies is necessary.
Ultimately, each school board
Align policy with vision: Part of a
strategic planning process should
include a cycle of reassessment of
Policies also require monitoring
for realignment because of changes
in the board’s vision or priorities.
must decide on its own model for
effective governance – one that is
based on the needs and resources
board policies. This ensures that
Communicate performance:
of the system and the community
all policies are in alignment with
Communicating a board’s vision
it serves.
the board’s vision statement and
and strategic planning processes
strategic plans.
involves everyone who has a stake
Align budget with vision: The
board’s budget is the financial
basis for all board activities. It is
crucial, therefore, that it reflect
the vision and the priorities
identified in the board’s strategic
plan.
in the education system and who
shares a board’s achievements
and challenges. Effective communication raises awareness of roles
and responsibilities and supports
important relationships. (See
Chapter 12, Communications,
Media Relations and Social Media.)
Governance Models and
Resources on Board Governance
Structure influences behaviour,
and it is crucial for school boards
to operate within a structure that
allows for action and decision
making that are reflective, creative
and effective.
Governance literature contains
Align organization with vision:
School board governance is a
All effective boards have a well-
fundamental aspect of responsible
defined organizational structure
stewardship. Effective governance
so that board members, staff, and
cannot be legislated because no
the community can understand
single model would work in every
the lines of authority and
organization. The Governance
responsibility. An organizational
Review Report (2009) agreed:
model demonstrates how the
“The Committee concludes that there
board’s vision and priorities are
is no one best model for boards of
recognized and implemented
trustees; in each setting, governance
throughout the system. An
arrangements must take account of
Many school boards already have
organizational model also outlines
the organization’s mission, culture,
selected a governance model and
the governance relationship
traditions and relationships. School
have adapted it to their local
between the political leadership
board governance must also
context and found that it works
(the board of trustees) and the
accommodate political processes,
well. New trustees should become
administrative leadership (the
including political advocacy and
familiar with their board’s
director of education and senior
tolerance for dissent.” The key is to
governance model if there is one
board staff).
begin with a commitment by a
in place. Boards that are in the
many different models. Choosing
a model for a particular school
board and adapting it to local
circumstances requires a thorough
examination of the board’s vision,
priorities, and governance goals.
Each board will find both merits
and obstacles in every governance
model it considers.
28
process of choosing or reviewing
• Strong Districts and their
As well, there are many resources
their governance model can look
Leadership (2013), Kenneth
available on board governance,
to the governance models in use
Leithwood. This study
governance in general, and
in other district school boards
associates strong school
corporate governance, and much
throughout the province for ideas.
district performance with
of this information can be used
Your school board association has
elected boards of trustees
and/or adapted by school boards.
access to professional and organi-
whose practice adheres closely
Among them are the following:
zational development resources
to a “policy governance”
that can be helpful to your board
model. The research covers
•G
ood Governance for School
in assessing the effectiveness of its
areas such as: assessing
governance model.
community values and
Recent studies in Ontario that set
interests and incorporating
them in the school system’s
out key findings related to effective
mission and vision for students;
governance are:
creating a climate which
•T
he Road Ahead: A Report on
engages staff and the wider
the Continuous Improvement
community to support the
in School Board Operations
vision; creating a climate of
(2013). This report resulting
excellence; using the board’s
from operational reviews of
beliefs and vision for student
Ontario’s 72 district school
learning and well-being as
boards identifies factors such
the foundation for planning
as: greater delineation of roles
and evaluation; focusing policy
and responsibilities; strong,
making on improvement of
streamlined decision-making
student learning and well-
processes; engaging a broader
being, provision of rich
base of stakeholders in the
curricula and engaging forms
strategic planning processes;
of instruction; development
organizational structures to
of productive relationships;
ensure performance and
systematic orientation for
accountability of school board
board members; respect for
administration; improved
senior staff; holding the
succession planning; partici-
director accountable for
pation in sector-wide councils,
improving teaching and
committees and working
learning; individual member
groups. The paper is available
accountability for supporting
at: http://faab.edu.gov.on.ca/
decisions of the board. The
Memos/SB2013/Ontario%20
Ministry%20of%20Education%20Op%20Review%20
Report%20-Sept%2012%20
2013.pdf
study can be found at:
http://iel.immix.ca/storage/6/
1382796579/Strong_Districts_
and_their_Leadership_2013.pdf
Boards – Trustee Professional
Development Program. This
online resource, developed
by Ontario’s school board
associations offers a full range
of professional development
modules designed specifically
to support school board
trustees in their governance
role. It is available at: http://
ontarioschooltrustees.org/
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
29
volunteer sector produced by
book Basic Principles of Policy
Report of the Pan-Canadian
the Panel on Accountability
Governance, published by
Study of School District
and Governance in the
Jossey Bass Publishers in 1996.
Governance (2013). This report
Voluntary Sector. The panel,
For more information on policy
developed by researchers from
which was created in 1997
governance, visit: www.policy
Memorial University and the
by the Voluntary Sector
governanceassociation.org.
University of Manitoba in
Roundtable (VSR), an
collaboration with the Canadian
unincorporated group of
School Boards Association
Canadian national volunteer
reviews the role of board-
organizations, produced a
governed school districts in
discussion paper in 1998,
contributing to successful
which was widely circulated
public education systems.
to many Canadian volunteer
The report can be found at:
sector organizations. In 1999,
http://www.schoolboardsnl.
the panel released Building
ca/pdf/School-Boards-Matter-
on Strength, which is based
Report-Small.pdf
on the responses and advice
•S
chool Boards Matter, The
•K
ey Work of School Boards,
a program of the National
School Boards’ Association
in the United States, is a
governance model focused
on improving student
achievement. You can learn
more from the NSBA website
at http://www.nsba.org/
keywork.
• The “20 Questions” series on
risk and governance, a product
of the Canadian Institute of
received following the
circulation of the discussion
paper. While school boards
are not volunteer sector
bodies, there are many aspects
of governance structure and
policy identified in this report
that would be helpful to
boards that are reviewing
or developing governance
models. This document is
available at http://www.
vsr-trsb.net/pagvs/Book.pdf.
• The Canadian Comprehensive
Chartered Accountants which
Auditing Foundation (CCAF)
has done significant work on
has excellent resources on
board governance is available
public sector governance and
at: http://www.cica.ca/
accountability. Learn more at:
publications/risk-and-
http://www.ccaf-fcvi.com/
governance/item61006.aspx
english/about/index.html.
•B
uilding on Strength:
• Policy Governance is a
Improving Governance and
trademarked governance
Accountability in Canada’s
model developed by John
Voluntary Sector is a detailed
Carver. The basis for this
review of governance in the
model can be found in his
• A good resource in the area
of corporate governance that
has some relevance for the
education sector is the
Organization for Economic
Co-operation and
Development’s OECD
Principles of Corporate
Governance, which can be
found online at: http://www.
oecd.org/dataoecd/32/18/
31557724.pdf
•N
on-profit Governance
Models: Problems and
Prospects, Patricia Bradshaw,
Schulich School of Business,
York University, Bryan Hayday,
Nonprofit Management and
Leadership Program, York
University, Ruth Armstrong,
Vision Management Services,
can be accessed at http://www.
innovation.cc/scholarly-style/
bradshaw5final.pdf
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
CHAPTER 4:
The Role of School Board
Trustees
32
rating and engaging in joint decision making as
I nterdependent people
combine their own efforts with
the efforts of others to achieve
their greatest success.
Stephen Covey
members of the board that trustees work with the
values, priorities, and expectations of the community
to translate them into policy.
Once the board of trustees has voted, individual
trustee members are legally bound by the majority
decision, regardless of whether they supported it
during debate or voted in opposition. They are
required to uphold the implementation of resolutions
Each individual school board
member has a duty to contribute to
the board’s mandate of leadership
and oversight of public education.
School Boards Matter, 2013
passed by the board. Although they may not agree
with the decision, trustees should be able to explain
the rationale for the policy and ensure that it is
understood, implemented, and monitored. Trustees
who wish to explain a school board decision should
do so in this context and express any divergence in
their personal views in a manner that respects the
decision-making authority of the collective board.
A clear understanding of a school board trustee’s role
and responsibilities is fundamental to good governance.
It is clear that trustees carry a dual responsibility.
This is recognized in the Education Act and was
A school trustee is a member of a board, not a member
underscored in the Governance Review report (2009):
of a parliament, and it is important for both trustees
“As a member of the board, an individual trustee is
and the general public to understand that school
expected to act within the board’s by-laws and be loyal
board trustees hold no individual authority. The
to the board’s decisions. However, as elected persons,
school board, as a corporate body, is the legislative
trustees are also expected to advocate for the interests
source of all decisions, and individual trustees are
of their constituencies.”
granted no authority through the Education Act.
Unlike provincial and federal parliaments, school
board members do not vote according to an official
“affiliation”, nor are there “governing” trustees and
“opposition” trustees.
Trustees as Members of School Boards
As members of the board, trustees collectively carry
out the following key roles and responsibilities:
The Education Act provides clarity about the respon-
Electing a Board Chair
sibility of individual trustees to bring to the board
Each year trustees elect from among themselves the
the concerns of parents, students and supporters of
trustee who will be chair of the board. There is a
the board and to consult with them on the board’s
strong collegial relationship between the chair and
multi-year plan. It is through the process of collabo-
the members of the board. In electing a fellow trustee
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
33
to this leadership position, they
in consultation with the senior
education and make it accessible
are placing confidence in the chair
leadership team to develop a strategic
to the public, usually through the
to guide the board in its work.
plan and policies that determine
board’s website.
Clarity of roles is vital to effective
the climate of the board. Together
governance and it will be important
they ensure that the mission,
for the board to discuss and come
vision and goals are brought alive
to consensus on specific responsi-
and used consistently as decision-
bilities they wish the chair to
making tools and beacons for the
undertake on their behalf in
future. (See Note 5, page 150).
addition to the duties of chair
Trustees play an essential role in
as set out in the Education Act.
creating the conditions for: achieving
Key considerations, for example,
excellence in student learning;
will be any division of responsi-
ensuring equity and promoting
bilities around the role of public
well-being and; enhancing public
spokesperson for the board and
confidence in publicly funded
expectations on the flow of
education. The board of trustees
communications between the
models and emphasizes teamwork
chair and the board of trustees
and shared accountability among
and the director of education.
board and school staff.
(The role of the chair is covered
Policy making. A key responsibility
of any school board is to develop
and adopt policies that are based
on the board’s vision and that
provide a framework for implementation of the vision. Recent research
(Leithwood 2013) indicates that
“growth in student achievement
and well-being is encouraged
when elected boards of trustees
focus on board policy and concern
themselves with ensuring the
district mission and vision drive
the district’s improvement efforts.”
The Education Act requires boards
to develop and maintain policies
Planning, goal setting, and appraisal.
and organizational structures that
Strategic planning is a key leadership
promote the board’s goals and
Establishing vision and climate.
responsibility of members of the
encourage pupils to pursue their
As members of the school board,
school board. The Education Act
educational goals. It is the responsi-
trustees play a critical role in
requires boards to have a multi-
bility of board members to monitor
establishing the board’s mission,
year strategic plan (MYSP) that is
and evaluate how efficiently the
vision, values, goals and climate.
directed at achieving the board’s
board’s policies are implemented
Through their consultative work
goals for student achievement
and how effective they are in
with their community they shape
and well-being, a positive school
achieving the board’s goals. Policies
a vision for the board that is
climate, effective stewardship of
will cover such matters as student
reflective of the input of parents,
the board’s resources and the
support services, instructional
students and supporters of the
delivery of effective and appropriate
material, administration of schools,
educational programs. This plan
staffing, transportation, accom-
describes what the board hopes to
modation reviews, facilities and
achieve, what its priorities are and
equipment.
in greater detail in Chapter 7.)
board. They
then work
how it plans to meet its objectives.
The MYSP is developed through a
process that involves the board, the
director of education, board staff,
employee organizations, students
and the community. It will have
goals for each year of the plan.
The board is required under the
Education Act to review the plan
annually with the director of
Recruiting and reviewing
performance of the chief executive.
In many cases, trustees, during
their term of office, must recruit
and hire a new director of education.
(Greater detail is provided on
p. 40-41). Reviewing the
performance of the director of
education is the responsibility
34
AN EFFECTIVE SCHOOL BOARD:
• knows why it exists, what difference it aims to make in the
community and develops a plan for this purpose;
• maintains a focus on student achievement and well-being;
legislated obligations are taken
into consideration. A board is
legally required to ensure effective
stewardship of the board’s resources
and to file a balanced budget.
• functions as a team;
Staffing. The director of education
• serves as a role model for the education system and the
is the sole employee who reports
community;
directly to the board; recruitment
• makes informed decisions;
and evaluation of staff is delegated
• strives for excellent communications with its partners and
through the director to the board’s
constituents;
administrative leadership team.
• has a clear sense of the difference between its role and that of
senior management;
However, the school board is
responsible for establishing
• understands the distinction between policy development and
implementation;
policy governing all employment
procedures, collective agreements,
• is accountable for its performance;
• holds the director of education accountable for effectively
implementing the policies of the board;
• monitors the effectiveness of policies and implementation plans;
and
• ensures that local provincial and federal politicians understand
local issues and needs, and encourages them to make education
a high priority.
and other terms of employment.
School facilities. The board is
responsible for setting policy
relating to facilities, including:
maintenance, acquisition and
disposal of sites; building renewal
plans; and site operation. All
policies relating to facilities must
first take into consideration
of the board of trustees and is an
decisions about programs of
important governance practice.
instruction, student services,
The measures in this performance
learning materials and matters
review are directly related to the
regarding student safety should
achievement of goals identified in
be based on the board’s policies
Student supports. While school
the Multi-Year Strategic Plan. The
aimed at promoting student
boards are primarily engaged in
annual performance review
achievement. School board trustees
the provision of education services,
complements the annual review
are ambassadors for student
they do so with regard for the
of the MYSP and the annual
achievement and well-being in
promotion of student well-being.
review the board undertakes
their local communities.
The board sets policies that guide
Allocating resources. The most
the actions of administration and
related to its governance role.
Student achievement and well-being.
visible and significant policy that
The board is entrusted with the
the board will approve is the
task of adopting policies that set
annual budget. Board members
clear expectations and standards
participate in the budget process,
for student achievement and
ensuring that funding is aligned
that promote student well-being
with the board’s priorities for
in accordance with provincial
improving student achievement
legislation and regulations. All
and well-being, and that all
requirements related to the
achievement and well-being of
students of the board.
school staff in their dealings with
students and their families. In this
regard, issues such as student safety,
student discipline, food services,
attendance, matters related to
health, and student transportation
are significant matters for the
attention of school board members.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
35
Communication. In carrying out its
the Chamber of Commerce are
Policy development is a key way
responsibilities, a board must engage
also helpful. Regular dialogue will
in which trustees can influence
in effective communication with
enhance a trustee’s ability to
the direction of education. This
school staff, students and their
represent constituents and help to
work is complex and requires a
families, community members,
build understanding and consensus
broad perspective, with the
and others.
in the community. Community
recognition that policies must be
Fulfilling the role of elected
input helps trustees to be clear
applied to the whole board. In
about their communities’ concerns
order to make effective policy, the
and priorities and to bring these
needs and priorities of the whole
forward as they contribute to
community must first be assessed.
board discussions and formulate
This involves consultation with
workable solutions. (See Chapter
interested parties – including
11, Working with School Councils
school councils, employee groups,
and Communities and Chapter
and others – at all stages of the
12, Communications, Media
development process.
Relations and Social Media.)
Creating good policy can be a long
representative of the community
is challenging, particularly those
serving large and/or diverse
constituencies. Trustees must
also take into consideration that
not all their constituents have
school-aged children; they must
be champions of the broader
purpose that an effective public
education system serves in building
and intensive process, but the
a highly-skilled, prosperous and
Policy Making
cohesive society that benefits
A policy is primarily a principle
clear policy for guidance, decisions
everyone.
or rule that guides decisions that
are simplified and problems are
will achieve the organization’s
more easily solved. Clear policy
goals. It articulates what must be
can, for example, facilitate
done and the rationale for it but
consistent application in decisions
does not deal with how it is to be
where competing values are at
done. Procedures and protocols,
play. There is greater stability and
which are usually administrative,
continuity for the school system
spell out how policies will be
at times of key staff turnover or
implemented.
when new trustees join the board.
take full advantage of these
Policy is intended to reflect the
The ongoing monitoring and
opportunities.
board’s goals and philosophy, and
regular evaluation of policy
provide standards to guide the
ensures that it continues to fulfill
school system. Policy provides
its purpose.
overall direction for the system,
As elected representatives,
a framework for the development
trustees are expected to develop
of implementation plans, and
public policy in an open and
administrative procedures and
accountable way. The process for
criteria to ensure accountability.
developing policy may vary
It is through policy that the board
depending on the size of the
informs the public, the administration,
board. Boards may choose to
and other staff of its intent. All
begin policy development at the
policies should align with the
committee level, in a standing
board’s vision and goals.
committee or a special-purpose
While democracy does not ensure
that everyone will get exactly
what they want, it does entitle
everyone to a voice. Most boards
allow groups and individuals to
make written and oral submissions
to the board. Trustees should
encourage their constituents to
There are various ways to promote
effective communication with the
community, such as through school
councils, parent involvement
committees, community groups,
parent organizations, public
meetings, newsletters, the media,
telephone, and the Internet. Networks
with local colleges and universities,
with First Nation communities
and organizations, and with local
business organizations including
benefits justify the effort. With
36
ad hoc committee. Boards may
tion must be supported by all
constituents understand the
also simply choose to use the
members of the board.
parameters within which the budget
committee of the whole board
is developed.
Financial Stewardship
Boards establish their own budget
School boards receive their funding
process. How the process is
from the province of Ontario
structured will vary depending
through an education funding
on the size and dynamics of the
formula. (This is set out in detail
board. For example, the whole
in Chapter 8.) Boards also have
board may sit as a budget
authority to pass bylaws to collect
committee, or a group of trustees
education development charges
may form a budget committee
on new real estate developments
and bring a recommended budget
It is important to consider a
under certain circumstances. Any
forward for the consideration of
particular policy’s effect on different
revenues from this source must be
the whole board. Often board
groups and, where possible, to
applied to new school sites.
administrators and some community
involve the major partners from
Bylaws for education development
members participate on the budget
the beginning. Partners, such
charges are subject to the legislative
committee. In some boards, trustees
as school councils, who have
framework laid out in Part IX,
set the limits within which they
been meaningfully engaged in
Division E, of the Education Act
want the budget developed and
consultations, are more likely to
and Ontario Regulation 20/98
then ask administrators to
understand and support a board’s
(Education Development Charges
prepare a plan.
decision. Public consultation on
– General).
Boards must adopt budgets during
Within the funding provided by
open meetings and should, by
the ministry it is the responsibility
holding public consultations,
of trustees to develop a balanced
actively seek the viewpoints of
budget that reflects the board’s
interested parties, including
Policy decisions are not always
vision, is responsive to the needs
school councils and the board’s
unanimous. Trustees must use
of the community and supports
parent involvement committee
their broad range of backgrounds
the board’s multi-year plan. While
before finalizing a budget.
and viewpoints to determine a
board administrators oversee day-
Public sessions also provide
sound policy that is fair and considers
to-day spending, the board is the
an opportunity for parents,
the interests of all students within
steward of its resources and must
students, taxpayers,
the jurisdiction of the board.
ensure that funds are spent according
businesspeople,
Trustees who disagree with a
to the approved budget.
and board staff
majority decision may enter a
Since school boards rely on the
minority report, and they may
provincial government for funding,
inform their constituents of their
their flexibility in adding to or
opposition. However, once the
adapting local programming is
vote has been decided, the new
limited by the dollars available. It
policy becomes the policy of the
is the responsibility of board
whole board and its implementa-
members to help their
for this purpose. Generally,
administrative staff are assigned
to support committee members
with the information and material
they need. Board members rely
on the director of education and
senior staff for expertise and advice
to help them reach informed
decisions.
policy development is one important
way that trustees serve their
communities and ensure accountability to their constituents.
to offer their
opinions and
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
to indicate their level of support
topics such as governance, risk
Overview of Ontario’s Publicly
for the directions proposed by
management and controls over
Funded Education System.
the board.
the efficiency and effectiveness of
There should be clearly defined
The fiscal year for school boards is
operations (including safeguarding
September 1 to August 31, which
coincides with the school operational
year. Boards usually hold public
consultations on budgets beginning
in the spring. However, budgets
cannot be finalized until the
government announces the Grants
for Student Needs (GSN) for the
of assets), the reliability of financial
and management reporting, and
compliance with laws, regulations,
policies and procedures. Internal
auditors report their findings to
the audit committee during the
fiscal year in order to help the
school boards achieve their
37
relationships among the board of
trustees, the director of education,
and senior staff. The board of
trustees depends on senior staff
for information and educational
expertise; the director of education
and senior staff look to the board
for vision, direction, and community
input. In general, trustees are
year ahead. This announcement
stated objectives.
usually occurs towards the end of
Audit committees are comprised
direction for the board, while the
March each year.
of trustee and non-trustee members
director of education and senior
In 2009-10, the Ministry of
who assist the board of trustees to
staff are responsible for providing
oversee and objectively assess the
advice on, and implementing,
performance of the organization,
board policies. Clear lines of
its management and its auditors.
communication that enable
Education introduced funding to
support the creation of an internal
audit function in school boards.
In September 2010, Ontario
responsible for setting the overall
trustees, board administrators,
Regulation 361/10 (Audit
School Boards as Employers
and school staff to understand
Committees) was enacted into
The school board is the employer
their respective roles are especially
law mandating the creation of
of all employees in its schools and
important in handling the concerns
audit committees by all school
in the board’s administrative
of parents and others in the
boards. These approaches facilitate
offices and holds staff accountable
community.
an increased focus on transparency
through its director of education
Other areas of responsibility related
and accountability.
and through its policies. These
to a board’s role as employer
policies address the hiring, transfer,
include workplace health and
promotion, and termination of all
safety, accessibility, adherence to
school board staff. Implementation
human rights and equity policies,
of the policies is managed through
and collective bargaining (see
the director of education and
Chapter 6 Legal Responsibilities
reported to the board of trustees.
and Liabilities, and Chapter 10,
In some boards trustees may
Collective Bargaining).
The scope of the internal audit
function is broad and may involve
participate in interviews for the
selection of superintendents.
For information on the roles of
directors of education and
supervisory officers,
and their working
relationships with
the board of trustees,
see Chapter 1, An
Director of Education
The director of education is the
sole employee who reports directly
to the board. The board of trustees
is responsible for the recruitment,
selection and performance review
of the director of education. As a
matter of policy the board defines
38
the responsibilities of the director
Effective boards spend time on
• Consultation within the district
as the chief executive officer to
planning for the succession of
is an important part of the
take leadership in implementing
their chief executive officer, and
process. The board should
the strategic directions and policies
expect the chief executive to
ensure that it gets a good sense
of the board and report regularly
develop informal and formal
of the strengths of the board
on their implementation to the
succession plans for all key staff
as well as its challenges from
board of trustees as the governing
positions in the board. Conducting
various perspectives, including
body.
a search for a new director calls for
the senior team, employee
With regard to performance review,
a carefully considered, coordinated
groups, trustees, parent groups
plan and it is wise to formulate a
such as the Parent Involvement
plan before a board is required to
Committee and the broader
understanding of the performance
act by the pressure of the moment.
community. This consultation
outcomes expected of the director.
The price of making the wrong
process will help the board of
These are grounded in the job
selection is high. The director
description of the director and in
must be matched with the board
his/her role for implementation
and the community. When the
of the board’s multi-year plan.
match is not good, everyone suffers
A trusting, mutually respectful
and typically much time is wasted
qualities and skills required
in managing difficult conflicts,
by the board is developed and
leading to resignations, firings and
approved by the board as well
and its director of education and
expensive buyouts of contracts.
as the key priorities the board
a mutual understanding of their
Principles and Procedures to consider
distinct roles lead to effective
when designing a Selection Process
policy implementation and
Experience and best practice suggest
the board and the director of
education will have a mutual
and cooperative relationship
between the board of trustees
achievement of the board’s goals.
that the following principles and
trustees determine the qualities
and skills necessary for the
next five years in the board.
• A clear description of the
wants the new director to
accomplish (e.g. improvements
in specific student achievement
priorities, strong fiscal
management, improved board-
Selecting the Director of Education
procedures should be considered
Selecting a new director of education
when designing a selection process:
is perhaps the most important
• The whole board must approve
community and staff, improved
decision a board may make in its
the appointment of the director
labour relations). This description
term of office. Consistent high
of education by formal
becomes the foundation of the
quality leadership from the director
resolution. Most boards appoint
process.
of education is a key factor in the
an ad hoc Search Committee
success of a school board in meeting
that includes the chair (usually
its student achievement priorities.
the spokesperson) and/or
When recruiting and selecting a
vice-chair and may include
new director, the board must look
the whole board in some
for the very best candidate and
circumstances. The search
should ensure that there is an
committee is given clear
open, professional, confidential
direction by the board and
and objective competition which
develops a detailed plan of
invites a broad range of candidates,
action to conduct the
both internal and external.
selection process.*
director relations, improved
communication with the
• Confidentiality, integrity and
respect for all candidates are
critical. The board must hold
itself to high standards and
continually stress and reinforce
the importance of confidentiality
throughout all steps in order
to preserve the integrity of the
board, the candidates and the
search process from start to
successful completion.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
39
executive search consultant
Accountability
essential. To this end, boards
and/or board legal counsel)
School boards are accountable
should expect communication
early in the process. Details of
for their fiscal and operational
to flow through the chair with
the contract with the successful
performance as boards, and for
regular updates to the board.
candidate are worked out
the academic achievement and
The announcement of the
usually with the chair and
well-being of their students. In
appointment of the new
vice-chair and board legal
addition, Catholic school boards
director should be carefully
counsel acting on behalf of
have as their mission supporting an
coordinated with the new
the board. It is important that
educational system that provides a
director and the communications
any responsibilities delegated
focus on the person and message of
department of the board.
by the board to the search
Christ through the curriculum and
committee and its individual
life in its schools.
• Clear communication is
• As previously noted, the whole
members, including the chair/
board must approve the
vice-chair, be specific and
appointment of the director
clearly stated in advance; this
by formal resolution
includes clarity around the
• The employment contract
communication expected with
framework and parameters are
the full board as a contract is
developed by the board (often
developed with the successful
with the assistance of the
candidate.
*
School board trustees are
responsible not only for the
operational and pedagogical
outcomes of Ontario’s schools
but must also ensure that these
expected outcomes are effectively
communicated to parents and
the community. Further, where
EXECUTIVE SEARCH FIRMS
Boards are strongly advised to engage an executive
screening and assessment of candidates and short
search firm to advise and assist the board with the
listing, verification of resumes, detailed reference
process. This allows the board to be fully engaged
checks, follow up with candidates, interview
as governors and direction setters while a profes-
format and questions for interviews, training
sional firm undertakes the planning and detailed
regarding the interview process, assistance with
work that constitutes an effective search for the
the interviews, debriefing and contract consulta-
very best director. Executive search firms assist the
tion as requested. A search firm should also be able
board by providing the time, staff resources and
to guarantee to the board that it will not undertake
expertise to conduct a professional search, by
any competing or conflicting searches which might
recommending well tested, structured procedures
have a negative impact on the ability to deliver the
to follow and by assisting the board to identify and
best possible candidates.
describe its goals and preferences for the type of
director it hopes to find. Specifically, an executive
search firm will provide services which include
developing a customized plan and timetable for the
search, consultation with stakeholders, designing
application and interview forms, brochures,
advertising, outreach to potential candidates,
The best executive search firms have successful
experience in the K-12 sector in Ontario, have
outstanding credentials and references and
excellent networks within Ontario and across the
country to assist with the identification of potential
suitable candidates.
40
academic expectations are not
• monitor and evaluate the
Beyond these broad areas of
met, school boards must explain
effectiveness of policies
accountability, the Education Act
to their constituents, or local
developed by the board in
also spells out duties for school
board supporters, what steps
achieving the board’s goals and
boards that include such obligations
are being taken to improve
the efficiency of the
as ensuring effective operation of
achievement outcomes.
implementation of those
schools, setting the board’s budget,
policies;
implementing the Ministry’s
Legal Accountability
Under the Education Act, locally
elected school boards are
responsible for operating publicly
funded schools within their
jurisdiction. Legal accountability for
board decisions applies to the board
• develop a multi-year plan aimed
curriculum policies, and ensuring
at achieving the board’s goals
that appropriate staff are hired as
• annually review the multi-year
plan with the board’s director of
education or the supervisory
officer acting as the board’s
as a corporate entity rather than to
director of education; and
individual trustees. In fact, the Act
• monitor and evaluate the
gives no individual authority to
performance of the board’s
trustees and refers specifically to
director of education, or the
their responsibilities in Section
supervisory officer acting as the
218.1. As members of the corporate
board’s director of education, in
board, trustees are legally
meeting:
accountable to the public for the
° his or her duties under this
collective decisions of the board and
Act or any policy, guideline or
for the delivery and quality of
regulation made under this
educational services.
Act, including duties under
The Education Act stipulates that
the multi-year plan, and
every school board shall:
• promote student achievement
and well-being;
• promote the prevention of
bullying;
• promote a positive school
climate;
• ensure effective stewardship of
the board’s resources;
• deliver effective and appropriate
education programs to its pupils;
• develop and maintain policies
and organizational structures
that:
° promote the board’s goals and,
° encourage pupils to pursue
their educational goals;
° any other duties assigned by
the board.
required by schools. Boards will also
make determinations about such
matters as pupil transportation,
school libraries, continuing
education, and childcare facilities on
school sites. Key sections of the Act
that set out these duties are sections
170 and 171. Boards may pursue
activities not explicitly addressed in
the Act, but should seek a legal
opinion before doing so.
In addition to their responsibilities
under the Education Act, school
boards must deal with the impact of
many statutes administered by
ministries other than the Ministry of
Education. (See Chapter 6, Legal
Responsibilities and Liabilities.)
specific year-by-year goals. The
reporting processes that are part
of the plan allow the board to assess
its progress towards achieving the
goals, review this annually with
the director of education, make
adjustments as necessary, and
ensure, through its budget-setting
processes that resources are
appropriately allocated to align
with the plan.
The Multi-Year Strategic Plan
Establishing and monitoring the
implementation of the board’s
Multi-Year Strategic Plan (MYSP),
with a budget that supports it,
is a very important legislated
responsibility of the board of
trustees. The Education Act
requires boards to have a MYSP
in place. The MYSP provides a
compelling vision for the school
district by establishing a small
number of strategic directions
for the board, with an emphasis
on student achievement. The
board of trustees is actively
engaged in developing and
confirming the strategic directions
and in annually reviewing
implementation of the plan.
Accountability for Strategic Planning
School boards must plan strategically for the educational, financial, and
operational performance of the school system. This involves setting broad
strategic directions that reflect the community’s expectations for high
standards of student achievement and a focus on student well-being. The
Education Act requires boards to report annually on their multi-year
strategic plans. They often do so through the Director’s Annual Reports
(DAR). Whatever form the report takes, it must be posted on the board’s
website and set out: the board’s multi-year plan, including its multi-year
strategic objectives; the progress the board has made against its strategic
objectives in the previous school year; and actions the board is taking in
those strategic priority areas where goals are not being met. The board’s
multi-year strategic plan (MYSP) breaks down the strategic directions into
A board’s MYSP is its “face” to
the community. It informs
constituents what the board
intends to achieve, what its
priorities are and how it plans to
achieve them. It reflects the vision
for the board including its overall
purpose (mission statement),
beliefs, strategic directions and it
establishes goals for a minimum
of three school years. The local
practices, traditions and cultures
of boards will inform its goalsetting process.
42
While final decisions relating to
the MYSP are the responsibility of
the board of trustees, the plan is
developed through a partnership
involving the board of trustees,
the director of education (and
staff) and the community. It may
take several months to develop
and should be the result of
consultation. The public should
have access to the board’s MYSP
through the board’s website. To
promote community engagement
and enhance accountability many
boards also provide a more “user
friendly” version of the MYSP on
the board website, as well as the
full plan with detailed implementation and operations plans.
The MYSP and its accompanying
implementation and operations
plans must address:
• student achievement and
well-being
• ensuring a safe and inclusive
school environment and
promoting anti-bullying
initiatives
• effective stewardship of the
board’s resources
• the delivery of effective and
appropriate educational
programs
In establishing its student
achievement goals, boards should
be mindful of the provincial targets
of 75% of students achieving at
the provincial standard in Grade 6
and an 83% graduation rate for
secondary students. While the goals
are set for the end of the threeyear period, the MYSP should also
include what progress the board
expects to make toward the
achievement of these goals at the
end of each of the three years.
Accountability for Student
The director of education is
responsible for implementing
the MYSP and for developing the
plan to implement the strategic
directions. The director is also
responsible for the variety of
“operations” plans that are
needed to run a complex school
system effectively and efficiently.
These flow from the strategic
direction set through the MYSP.
For example, the Board Improvement Plan for Student Achievement,
an annual operational plan that
forms part of a board’s literacy
and numeracy strategy, sets out
the steps that will be taken toward
achieving the board’s multi-year
strategic direction for student
achievement. (See Chapter 9,
Supporting Child and Student
Learning and Well-being).
A school board must ensure that
Directors are required to review
the MYSP with the board each
year. It is not, however, a “rolling”
plan: in other words, the directions
and goals do not change significantly
from year to year. Annual adjustments in implementation actions
and the resources to support
these actions may be required,
but the directions and goals will
remain relatively fixed until the
end of the three years, when a
new MYSP is established.
(The Trustee Professional Development
Program for Boards offers a module that
covers a recommended process and detailed
requirements for the development of a
MYSP. Skilled Facilitators are available
through the appropriate school board
association to assist boards in the
development and review of the MYSP.)
Achievement, Well-being and a Safe,
Inclusive Environment
the provincial curriculum is
implemented in its schools. As
the representatives in their local
jurisdiction, trustees consider
the needs of their communities
and ensure that programs and
strategies are developed to address
specific local needs. These can
encompass programming for First
Nation, Métis and Inuit students,
for English Language Learners,
for students requiring additional
support, or areas such as early
literacy and special education. In
French language schools, programs
and strategies will have a particular
focus on protecting, enhancing,
and transmitting the language
and culture of the community.
The board’s multi-year strategic
plan must address curriculum
implementation, student achievement and well-being and include
goals for improvement in these areas.
Through the director of education,
school boards are also responsible
for ensuring that provincial test
results and other student
performance indicators are
considered in promoting student
achievement at the school and
board levels, and that tools such
as board and school improvement
plans are in place, used effectively,
and communicated to the public.
Boards typically post their multiyear strategic plan and Board
Improvement Plan for Student
Achievement (BIPSA) on their
website.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
43
Political Accountability
Advocacy Role of Trustees
and help to find a resolution by
A school board is responsible for
Trustees act as education advocates
working with appropriate board
governing the school system in
at various levels. At the local level,
staff, usually the director
the best interests of all students in
they work on behalf of the
of education. Boards should have
its jurisdiction and on behalf of
community and must consider the
a clear process that trustees can
the community it serves. As
unique needs of that community
follow when they receive
democratically elected officials,
when deciding what position to
requests or complaints from
trustees are accountable to their
take on an issue. Trustees encourage
their constituents. In addition,
constituents.
constituents to participate in the
Catholic school trustees have a
Individual trustees interpret
school system. This aspect of their
clearly defined role as stewards
“representing their community”
work can involve familiarizing
and guardians of Catholic
in different ways. Some community
people with the procedures for
education.
members expect a trustee to be
bringing their views before the
The trustee’s role as an education
very active, others do not. Because
board, such as through public or
advocate often extends beyond
Ontario’s communities are so
written submissions. As advocates
the boundaries of the district
diverse, the job of school trustee
for excellence in education,
school board. In the broader public
varies widely. What all trustees
trustees may also act on
domain, trustees are education
do have in common is serving
constituent complaints or requests
advocates throughout the province
the community as elected
and work with the provincial
representatives while focusing
government in the interest of
on the primary task of acting as
publicly funded education. They
members of a board that makes
may liaise with members of the
policy decisions, oversees curriculum
provincial government, the school
and program delivery and fulfils
system, and with local organizations
its responsibilities as an employer.
or individuals in the community.
Trustees bring a range of skills,
experience, knowledge, values, beliefs,
and opinions to their role. Their
background does not necessarily
include teaching, administration,
or any other aspect of education.
This diversity ensures that board
processes are democratic and
contribute to good decisionmaking. The board is better
able to balance the interests
of the broader community
and the interests of those
involved in the delivery
of education.
Code of Conduct for Trustees
Boards recognize that the public
trust placed in them as a collective
body is honoured through
determining and enforcing
norms of acceptable behaviour.
Having a code of conduct for
school board members is an
effective and essential
governance practice
which promotes public
confidence and
enhances the
44
effectiveness of the board. Codes
informed about the societal and
provide specific information about
of conduct cover such matters as
global trends as well as the legal
each of the four school board
acting with integrity, guarding
developments that have an impact
associations.)
against conflict of interest,
on student achievement and
complying with legislation,
well-being and on the many
Through the site www.
maintaining confidentiality,
aspects of governing a school
respecting the decision-making
board. The pace of change has
authority of the board, and acting
increased dramatically in the first
in a civil manner in meetings that
two decades of the twenty-first
is respectful of all members of the
century and it is important for
board and that maintains public
trustees to be aware of changes
confidence. The Education Act
that could affect their role. A strong
[s. 218.3] provides a mechanism
level of awareness will enhance
for a board to enforce its code of
the contribution they make to the
conduct. (See Chapter 6, Legal
work of the board.
Responsibilities and Liabilities)
There are many ways to keep
A code of conduct is not intended
up to date. Trustees can talk to
to prevent individual trustees
from expressing their opinions on
issues under consideration by the
board, nor is it intended to prevent
the public from evaluating a board’s
decision-making procedures. Like
any school board policy, a code of
conduct is developed in consultation
with all board members. It is
intended to provide a common
understanding about how to
conduct the work of the school
board with appropriate authority
qualified people or read education
publications and periodicals or
access relevant websites. Many
boards have developed policies
that provide for ongoing
professional development for
trustees and make funding available
to support this. Trustees are
strongly encouraged to participate
in these and other professional
development activities that allow
them to grow, become more
effective in their roles, and be
and integrity and, thereby,
well-informed decision makers.
promote public confidence.
A key source of professional
development for trustees is through
Professional Development
Opportunities
As education leaders in their
community and as advocates for
the value of publicly funded
education, trustees need to engage
in ongoing professional learning.
They must be knowledgeable
about the school system and stay
their provincial associations. In
addition to timely reports and
analyses of emerging issues and
a rich array of website services,
provincial associations offer
conferences, symposia, online
professional learning and training
customized to meet the needs of
school boards. (Appendices A to D
ontarioschooltrustees.org there
is a Centre for Governance
Excellence that offers boards a
series of training modules that
cover all aspects of school board
governance. A further resource
is the paper Strong Districts and
Their Leaderships by Dr. Kenneth
Leithwood available at http://iel.
immix.ca/storage/6/1382796579/
Strong_Districts_and_their_
Leadership_2013.pdf
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
CHAPTER 5:
First Nation
Representation
46
In Ontario, First Nation students who live in First
Nation communities attend schools in their own
communities or the province’s publicly funded
schools. In 2011-12 approximately 14,000 First
Nation students attended schools in their own
communities and approximately 6,100 attended
elementary and secondary schools in Ontario’s
publicly funded school system. Financial
responsibility for the education of First Nation
students resident in First Nation communities,
whether they attend publicly funded schools or
schools in First Nation communities, falls under the
jurisdiction of Aboriginal Affairs and Northern
Development Canada (AANDC).
Historical Context
First Nation students who live in First Nation
communities and attend schools operated by a district
school board or school authority do so under an
education services (tuition) agreement. These
agreements are legal and binding. They outline
programs and services for the First Nation students,
fees that will be paid to the school board for these
services, and reporting requirements. They provide
a basis for the relationship between the First Nation
community and the board.
1867: Canada is created under the terms of the British
North America Act
Forty-one public and Catholic school boards in
Ontario have education services agreements with
First Nation communities. The appointment of First
Nation Trustees to a school board is related to education
services agreements and is outlined in Ontario
Regulation 462/97. (First Nations Representation
on Boards) First Nation representation on a school
board is determined first by the existence of one or
more education services agreements and then by
the number of First Nation students attending the
board’s schools.
The following key events in the history of First Nation
education in the post-contact era are included in a
historical timeline in “Education Services (Tuition)
Agreement Guide – A Resource for Ontario School
Boards and First Nations, 2012.”
1763: Royal Proclamation of October 1763 is signed.
This document explicitly recognizes aboriginal title;
aboriginal land ownership and authority are recognized
by the Crown as continuing under British sovereignty.
It states that only the Crown could acquire lands from
First Nations and only by treaty. By the 1850s major
treaties are signed with First Nations east of the Rocky
Mountains.
1876: The Indian Act is established.
1867 to 1950: The Indian Residential School system
was funded by the federal government.
1950s - 1960s: With the federal policy for cultural
integration, First Nation students began to attend
publicly-funded schools.
1969: The release of the White Paper, the federal
position “Statement of the Government of Canada
on Indian Policy” was met with opposition by First
Nations. This paper proposed the transfer of federal
responsibility for education to the provinces and
territories.
1972: The First Nation response to the White
Paper was the release of “Indian Control of Indian
Education” by the Assembly of First Nations (AFN)
predecessor, the National Indian Brotherhood,
ultimately calling for Indian jurisdiction over their
own education and direction of reforms in this area.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
1970s: The beginning of the Tuition
Agreement process, to which the
federal government and school
board were the only negotiating
parties, also meant the beginning
of integration of on-reserve First
Nation students into publiclyfunded provincial schools.
1982: Canada’s Constitution Act,
Section 35, recognizes and affirms
existing Aboriginal and treaty
rights.
1991: The federal government
document, The MacPherson Report
on Tradition and Education: Towards
a Vision of Our Future, expressed
support for the recommendations
made in the AFN’s paper “Tradition
and Education” regarding a complete
transfer of authority of First Nation
education to First Nations
through constitutional reform
and the development of a national
First Nation education law.
1994: First Nations fully participate
in development and negotiation of
tuition agreements with district
school boards. The federal
government removes itself from
the process in all but a small
number of situations. However,
the federal government remains
responsible for funding the cost of
education for students living in
First Nation communities.
June 11, 2008: Federal Statement
of Apology regarding Residential
Schools.
July, 2010: “First Nation Control of
First Nation Education” released
by the Assembly of First Nations.
Emphasis is on Reconciliation
47
of First Nation rights within
education acts across Canada;
Education Guarantee;
Sustainability; Systems and
Support; and Partnerships.
November, 2010: Canada endorses
the United Nations Declaration
on the Rights of Indigenous
People (UNDRIP).
Secondary school textbooks
produced by the Ministry of
Education for use in Native
Studies courses provide a
comprehensive list of resources
that offer the historical overview
of First Nations education in
Canada. These textbooks are:
Aboriginal Peoples in Canada and
Aboriginal Beliefs, Values and
Aspirations in Contemporary
Society.
48
Education in First Nation
Communities
• operating and maintaining
school buildings.
Ontario has 133 First Nations.
Education for First Nation students
who reside in a First Nation
community is funded federally
by Aboriginal Affairs and
Northern Development Canada
(AANDC). Most First Nation
communities have schools that
operate under the authority of
the community’s Chief and
Council. They are referred to
as Band-operated schools. A few
First Nations have opted to retain
federally-operated schools. First
Nation communities with schools
generally offer only elementary
school to a specific grade and most
do not have secondary schools.
Upon completion of the schooling
offered in the community, students
transfer into public or private
schools to further their education.
The communities that do not have
a school enroll their students into
public or private schools for the
entire duration of their education.
The First Nation communities
that have schools, set local
education policy and manage
their own operations.
Responsibilities include:
• staffing (hiring teachers,
including Native-language
teachers; administrators;
and support staff);
• managing budgets;
• determining the curriculum;
• evaluating educational
programs;
• setting up and administering
cultural, early childhood
education, and adult
education programs;
• setting up and administering
counselling services;
• providing secondary support
services and support budgets;
• distributing financial
assistance for postsecondary
education; and
Education Services (Tuition)
Agreements
Section 188 of the Education Act
permits school boards to enter
into agreements with a band
council, a First Nation education
authority, or AANDC. The fees
calculated for students under an
education services agreement are
similar to the amounts provided
to boards for their resident pupils.
The calculation of fees is set out in
an Ontario regulation which is filed
annually to maintain consistency
with the provincial funding formula.
The regulation sets out a formula
that generates a per-pupil dollar
amount associated with a First
Nation student who is attending
a school in a provincial school
board. The fees regulation
addresses the base tuition fee,
additional costs and a pupil
accommodation charge. This
latter charge is a modest, standard
charge that reflects building costs,
since these costs are not included
in the base tuition fee. The pupil
accommodation charge has remained
constant since the introduction of
the 1998 funding formula.
The base tuition fee includes
most allocations of the Grants for
Student Needs (GSN), but it does
not include transportation, capital
costs, and certain components of
the Special Education Grant that
are claims-based to provide for
the profound needs of an
individual child.
Additional fees may be charged in
exceptional circumstances where
the base fee does not totally or
only partly covers certain costs
associated with the provision of
an educational program, a service,
or equipment that the First Nation
has requested or that the board
has recommended and the First
Nation has agreed to. Examples
might include a Special Incidence
Portion (SIP) to address a student’s
health and/or safety needs, provision
of a specific cultural program,
provision of First Nation student
advisers in schools; hiring of
additional staff funded through a
First Nation job creation program.
Education services agreements
will vary, depending on the types
of services and programs that the
First Nation community and the
board agree should be provided.
Once the education services
agreement is in place, the board
is committed to providing the
programs and services in the
agreement.
The agreement between the board
and the First Nation contains the
details of the standard services
that are provided to all students,
other specific services to be provided
to the First Nation students covered
by the agreement, communication
and reporting requirements, and
fees that are payable to the school
board for the education services
provided.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
Beyond the contractual obligations,
however, the board has a general
obligation to provide:
• educational services on par
with the general provincial
standards;
• an educational environment
and teaching staff that respects
First Nation, Métis, and Inuit
cultures;
• First Nation, Métis, and Inuit
cultural-specific programs;
• consistent and timely reporting
to the First Nation education
authority; and
• First Nation involvement in
schools attended by First
Nation students.
Section 185 of the Education Act
permits school boards to enter
into agreements with a band council
or First Nation education authority
regarding the admission of board
pupils to an elementary First Nation
school. These arrangements are
commonly known as reverse or
reciprocal tuition fee agreements.
More information on Education
Service (tuition) Agreements can
be found in the “Education Services
(Tuition) Agreement Guide – A
Resource for Ontario Schools
Boards and First Nations, 2012.”
The Role of School Boards
Beyond the contractual obligations
school boards have under education
services agreements, the opportunity
is available to them to play a
significant role in developing
education programs that meet
the unique needs of First Nation,
Métis, and Inuit students at both
the elementary and secondary
levels. There are, according to the
Statistics Canada 2011 National
Household Survey approximately
78,000 First Nation, Métis, and
Inuit school-age children living
within the jurisdiction of school
boards across Ontario. School
boards also recognize the need for
education programs for all students
that include perspectives on the
role of First Peoples in Canada’s
history, the importance of treaties
and the value of learning experiences
that draw on the rich cultures,
perspectives, world views and
contributions of First Nation,
Métis, and Inuit peoples.
First Nations, Métis and Inuit
communities are interested in
finding ways to promote and support
the success and well-being of their
children.The role of all trustees,
not just First Nation trustees, is to
help create the vision and set the
strategic direction that will guide
the board and its schools. They
49
have a responsibility to represent
First Nations, Métis and Inuit
students and their families at the
board table and beyond to ensure
their voices are heard and to promote
student success and well-being.
Ontario’s First Nation, Métis, and
Inuit Education Policy Framework
Ontario’s First Nation, Métis, and
Inuit Education Policy Framework
sets out objectives and strategies
designed to meet two primary
challenges by the year 2016 – to
improve achievement among First
Nation, Métis, and Inuit students
and to close the gap between
Aboriginal and non-Aboriginal
students in literacy and numeracy,
student retention, graduation
rates, and advancement to postsecondary studies. The framework
clarifies the roles and relationships
among the ministry, school boards,
and provincially funded elementary
and secondary schools in supporting
First Nation, Métis and Inuit students
to achieve their educational goals
and in closing the gap in academic
achievement with their nonAboriginal counterparts by 2016.
The introduction to the framework
describes its directions as follows:
“The strategies outlined in the
framework are based on a holistic and
integrated approach to improving
Aboriginal student outcomes. The
overriding issues affecting Aboriginal
student achievement are a lack of
awareness among teachers of the
particular learning styles of
Aboriginal students, and a lack of
understanding within schools and
school boards of First Nation, Métis,
and Inuit cultures, histories, and
perspectives. Factors that contribute
to student success include teaching
strategies that are appropriate to
Aboriginal learner needs, curriculum
that reflects First Nation, Métis, and
Inuit cultures and perspectives,
effective counselling and outreach,
and a school environment that
encourages Aboriginal student and
parent engagement. It is also important
for educators to understand the First
Nations perspective on the school system,
which has been strongly affected by
residential school experiences and has
resulted in intergenerational mistrust
of the education system. It is essential
that First Nation, Métis, and Inuit
students are engaged and feel welcome
in school, and that they see themselves
and their cultures in the curriculum
and the school community.”
Since it was released in 2007,
intensive and successful efforts,
supported by Ministry funding,
have been made in school boards
across the province to move towards
realization of the objectives of the
policy framework. A holistic and
integrated approach is required
in order to improve Aboriginal
student outcomes. Factors that
contribute to student success
include teaching strategies that
are appropriate to Aboriginal
learner needs, curriculum that
reflects Aboriginal cultures and
perspectives, effective counselling
and outreach, and a school
environment that encourages
Aboriginal student and parent
engagement.
(Greater detail on the role of
school boards in advancing
First Nation, Métis and Inuit
Education can be found in
Chapter 9, Curriculum,
Student Achievement and WellBeing, and Special Programs.)
The Role of First Nation
Trustees
First Nation Trustees are appointed
to a school board by their community
when First Nation students of the
community attend the board’s
schools under an education services
(tuition) agreement. This is provided
for in Ontario Regulation 462/97
(First Nations Representation on
Boards).
The Regulation sets out the
conditions governing the number
of First Nation trustees that boards
which have one or more tuition
agreements in place can appoint.
These are:
• Where the number of First
Nation students enrolled in
the schools of the board is
fewer than the lesser of 10
per cent of the average daily
enrolment and 100, the
board has the discretion of
appointing a First Nation
trustee to the board.
• Where the number of First
Nation students enrolled in
the schools of the board is
more than 100, the First
Nation(s) may name one
person and the board shall
appoint that person to be
a member of the board.
• Where the number of First
Nation students exceeds 25
per cent of the average daily
enrolment of the board, the
First Nation(s) may name two
persons and the board shall
appoint those persons to be
members of the board.
A person appointed to the board
to represent the interests of the
First Nation students is deemed
to be an elected member of the
board, with all the rights and
responsibilities of the position.
The role of all trustees is to help
create the vision and set the
strategic direction that will guide
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
the board and its schools. As the
representative of First Nation
students, the First Nation trustee
is in a unique position to ensure
that First Nation culture is part of
that vision and that the strategic
direction of the board includes
the interests of First Nations.
The First Nation trustee is
responsible for:
• ensuring that the actions of
the board reflect the education
services agreement;
• ensuring that both parties to
the agreement are fulfilling
their obligations;
• ensuring that mechanisms
are in place for effective
accountability to the First
Nation community;
• ensuring a high-quality
academic and cultural
education for First Nation
students; and
• ensuring that First Nation
students are free from any
expression of racism and
harassment as students of
the board’s schools.
The First Nation trustee has a key
role in representing the interests
of the First Nation communities
at the school board level and
ensuring that there is dialogue
with the First Nation communities
about the work of the board and,
in particular, matters affecting
First Nation students. The First
Nation trustee is also in a position
to encourage the involvement of
the parents and the First Nations
communities in their students’
education. This value is embedded
in Ontario’s First Nation, Métis,
and Inuit Education Policy
Framework.
A majority of Ontario school
boards have established First
Nation or Aboriginal Advisory
Committees. These provide a
forum for discussing First Nation
education issues and contributing
to initiatives that ensure the
implementation of the First
Nation, Métis and Inuit Policy
Framework within the board.
In these committees, the First
Nation trustee is usually the chair
or co-chair, and membership
includes a representative from
each First Nation that has students
in the board’s schools. Some
education services (tuition)
agreements also specify First
Nation representation on the
school board’s Special Education
Advisory Committee (SEAC).
Where a First Nation trustee is
required by regulation to be a
member of the board, the SEAC
must also have one or two First
Nation members to represent the
interests of First Nation students.
Models for First Nation
Representation
A majority of Ontario school
boards have strong structures
in place to ensure vibrant First
Nation representation. More
than 50 school boards have First
Nation, Métis and Inuit Advisory
Committees which provide for
community involvement in issues
affecting the education of First
Nation, Métis and Inuit students.
Examples include:
• Algoma District School Board
and Huron-Superior Catholic
51
District School Board have a
joint Aboriginal Education
Committee whose mandate
includes improving student
achievement, increasing
cultural awareness, sharing
resources and promoting
and strengthening respectful
meaningful partnerships with
Aboriginal communities.
• The Conseil scolaire de district
catholique du Nouvel-Ontario
(CSCNO) collaborates with its
students and their families
and Aboriginal educational
partners through the Aboriginal
Education Advisory committee.
The committee examines
priorities and strategies in
Aboriginal education in the
board’s schools and makes
recommendations for educational
planning to better meet
student needs.
• Kenora Catholic District
School Board’s First Nation,
Métis and Inuit Advisory
Committee supports schools
by maintaining contact with
parents of Aboriginal students,
involving local Elders in prayer
services, helping to integrate
Aboriginal content throughout
the curriculum and sharing
information about current
cultural events.
• District School Board Ontario
North East has an active First
Nations Education Committee
which provides advice to the
Board on programs and services
related to students from First
Nations communities.
Students at Timmins High
School used the Students as
52
Researchers Toolkit to create
a seven-member Aboriginal
Youth Advisory Council to
voice their opinions about
issues that matter to them, as
part of the SpeakUp initiative.
This group discusses the
experiences Aboriginal youth
face as they transition to
provincial schools.
• Lakehead District School
Board has an Aboriginal
Education Advisory Committee,
has led a project in Urban
Aboriginal Education and
developed a range of resources
including “Aboriginal Presence
in Our Schools: a Guide for
Staff.”
• Peel District School Board has
a First Nation, Métis and Inuit
Education Advisory Circle
which provides an open forum
for First Nation, Métis and
Inuit community-based
organization and board staff
to dialogue about concerns
relating to First Nation, Métis
and Inuit student engagement,
achievement and ongoing
success.
• Rainbow District School Board
has strong initiatives in place
including a vibrant confidential,
voluntary self-identification
initiative; the First Nation
Advisory Committee includes
members from the eleven
First Nations in the district.
• Thames Valley District School
Board has a First Nations
Advisory Committee which
makes recommendations to
the Board, provides a forum
to share issues or concerns
with regard to programs and
services, and celebrates the
accomplishments of the First
Nation students in the board’s
schools. The Board also has a
First Nation, Métis and Inuit
Student Advisory Council
which focuses on communications, FNMI perspectives
within the curriculum and
extracurricular activities,
course selection and
encouraging First Nation,
Métis and Inuit students
to challenge themselves.
Resources
The Ontario legislation
concerning First Nation
representation on school boards is
found in Section 188 of the
Education Act and in Ontario
Regulation 462/97, “First Nations
Representation on Boards”. More
information on First Nation
representation can be found at the
Aboriginal Affairs and Northern
Development website, at: www.
aadnc-aandc.gc.ca
• Ontario First Nation, Métis,
and Inuit Education Policy
Framework, 2007 at http://
www.edu.gov.on.ca/eng/
aboriginal/fnmiFramework.
pdf
• Education Services (Tuition)
Agreement Guide: A Resource
for Ontario School Boards and
First Nations, available at:
http://www.opsba.org/index.
php?q=system/files/Tuition+
Handbook+English+ readonly.pdf
• Our Children, Our Future,
Our Vision, First Nation
Jurisdiction over First Nation
Education in Ontario, Chiefs
of Ontario, available at: http://
www.chiefs-of-ontario.org/
sites/default/files/files/
OCOFOV%20Education%20
Report%202012.pdf
• Report of the National Panel
on First Nation Elementary
and Secondary Education,
2011 available at http://www.
aadnc-aandc.gc.ca/eng/13730
75023560/1373075345812
• Aboriginal Peoples in Canada,
2011, available at http://www.
goodminds.com/aboriginalpeoples-canada-hardcover-ed
• Aboriginal Beliefs, Values and
Aspirations in Contemporary
Society, 2011 available at
http://www.goodminds.com/
aboriginal-beliefs-values-andaspirations-hardcover-ed
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
CHAPTER 6:
Legal Responsibilities
and Liabilities
54
Note: This handbook can provide only a basic introduction
• Early Childhood Educators Act, 2007
to the legal issues that affect trustees and school boards.
• Education Quality and Accountability Office Act,
The following information is not conveyed as legal advice
and should not be acted on without first consulting legal
counsel.
School boards are responsible for local governance of
the delivery of education services in Ontario. This is
a vital service in our society and one which employs
a great many people. It is not surprising then that
1996
• Employment Standards Act, 2000
• Expropriations Act
• Human Rights Code
• Immigration and Refugee Protection Act (Canada)
• Immunization of School Pupils Act
school boards are subject to a wide range of legal
• Labour Relations Act, 1995
obligations and responsibilities, arising from both
• Municipal Act, 2001/City of Toronto Act, 2006
legislation and common law (court rulings).
• Municipal Conflict of Interest Act
Certain provisions of Canada’s Constitution are
• Municipal Elections Act, 1996
particularly relevant for school boards. These include:
• Municipal Freedom of Information and
ss. 2 and 15 of the Canadian Charter of Rights and
Freedoms; and, for Catholic schools, s. 93 of the
Constitution Act 1867 and s. 29 of the Charter; and,
for French-language schools, s. 23 of the Charter.
Ontario’s Education Act is the primary
statute governing elementary and
secondary education in the province.
Particular sections of the Act are
referred to in squared brackets
throughout this handbook. Other
statutes that significantly affect
school board operations include:
• Accessibility for Ontarians with
Disabilities Act, 2005
• Arbitration Act, 1991
• Assessment Act
• Canadian Anti-SPAM Legislation (S.C. 2010, c.23)
• Child and Family Services Act
Protection of Privacy Act
• Occupational Health and Safety Act
• Ontarians with Disabilities Act, 2001
• Ontario College of Teachers Act, 1996
• Pay Equity Act
• Planning Act
• Public Inquiries Act, Part II
• Sabrina’s Law, 2005 (An Act to
Protect Anaphylactic Pupils)
• School Boards Collective
Bargaining Act, 2014
• Statutory Powers Procedure Act
• Teaching Profession Act
• Trespass to Property Act
• Workplace Safety and Insurance Act, 1997
• Youth Criminal Justice Act (Canada)
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
51
Statutory Duties and Powers
of School Boards
• child abuse
• concussion prevention,
The Education Act sets out the
identification and
duties and powers of school
management
boards.
Sections 169.1 and 170 of the Act
outline the duties of school boards
in Ontario. Failure by a board to
perform any one of these duties
may result in that board’s liability
to third parties who are in some
way damaged by the board’s act
or omission.
Sections 171 to 197 outline various
powers that school boards may
exercise. Failure by a board to
exercise any of these powers will
• expulsions
• field trips
• human rights including
religious accommodation
• medicine administered
to pupils by school staff
• school dances
required in any given case will
• school violence
vary with the particular facts,
• student transportation
which may include:
provided by the board
or school
• the number of students being
supervised at any given time;
not create any liability. However,
• suspensions
once a board undertakes any such
• trespass on property
activity in progress;
• use and possession of
• the age of the students,
power, it has a duty to exercise
reasonable care and skill in the
performance of that power, and
failure to do so could result in the
board’s liability to third parties
to whom the duty of care extends
for any damages sustained.
drugs and alcohol
• workplace violence and
workplace harassment
Board policies should be reinforced
clearly by operational procedures
A school board may face liability
and standards at the board level
if it inadvertently or intentionally
and in each school.
acts beyond the scope of its legal
authority. For example, a ratepayers’
group may appeal to the court to
quash a decision of a school board
on the grounds that the board
lacked jurisdiction.
School Board Policies and
Liability
• the nature of the exercise or
and the degrees of skill
and training they may
have received in connection
with such activities;
• the competency and capacity
of the students involved; and
• the nature and condition of
the equipment in use at the
time.
Standard of Care for Students
A school board and its employees or
volunteers are expected to provide
the same standard of care for
students as would be provided by
a reasonably careful or prudent
parent in the circumstances. This
is commonly referred to as the
Negligence
Generally, if a student is injured,
the school board will be found
liable for that injury if the court
determines that all of the
following conditions apply:
To reduce the risk of liability, school
“Reasonably Prudent Parent
boards should establish clear and
Doctrine.” The duty of care is to
by the school authorities to
accessible policies, especially in
protect the student from all
provide adequate supervision
certain critical areas:
reasonably foreseeable risks of
and protection of its students.
• accessibility
harm. The precise degree of care
• There was a duty of care owed
56
(Operation of Schools – General).
reasonable efforts to obtain such
Principals’ and teachers’ perform-
insurance. The lost monies may be
ance of statutory duties must be
recovered by the school board, or
monitored to determine whether
by any ratepayer, assessed for the
their performance creates a
support of the schools under the
standard of reasonable conduct.
jurisdiction of the board, who sues
Violation of a statute is only
personally and on behalf of all
evidence of negligence and does
other such ratepayers.
not necessarily prove negligence.
Subsection 253(6) of the Education
Act provides that any trustee who
Personal Liability of Trustees
• The school authorities
breached that duty of care by
either failing to supervise or
protect the student or were
otherwise negligent
(intentionally or
refuses or neglects to provide to
Generally, with the exception of
an auditor of the school board:
subsections 198(4), 230.12(3)
• access to the records
[Part VIII], 253(6), and 257.45(3)
of the Education Act, trustees will
not be found personally liable for
their inadvertent acts and omissions
of the school board;
• information; or
• an explanation
as trustees, as long as they act
as required by subsection 253(5),
within the scope of their authority.
is guilty of an offence and, on
Personal liability of trustees may
conviction, is liable to a fine of
also arise under the municipal
not more than $200. However,
Conflict of Interest Act or the
no trustee is liable if the trustee
was the cause of the student’s
Municipal Elections Act, 1996
proves that he or she has made
injury.
with regard to campaign finances.
reasonable efforts to provide the
unintentionally).
• The student suffered actual
damage or loss.
• The breach of that duty of care
Vicarious Liability
It is important to note that a school
board may be considered vicariously
liable for all acts of negligence
performed by its employees and
volunteers acting within the scope
of their employment or authority.
Trustees have been held personally
liable where their actions either
access or the information or the
explanation.
were considered to be in wilful
The Act also stipulates that
disregard of the provisions of the
a trustee who sits or votes at
governing legislation or were not
any meeting of the board after
performed honestly, conscientiously,
becoming disqualified from
or in good faith.
sitting is guilty of an offence and
In the case of a principal or teacher,
Subsection 198(4) of the Education
liability flows to the corporate board.
Act establishes that a trustee of
a board is personally liable if a
on conviction is liable to a fine of
not more than $200 [213.1]. This
applies to every such meeting the
trustee sits or votes at. A similar
Standard of Care Requirements for
school board, of which he or she
Principals and Teachers
is a member, refuses or neglects
In addition to the requirement of
to take proper insurance on the
adhering to the common law
treasurer, or other persons to
standard of care of the careful or
whom it entrusts board money,
Finance
prudent parent, principals and
if any of the money is lost because
One of the most significant
teachers also have statutory duties
the board did not obtain insurance.
responsibilities of the board of
under the Education Act [s. 264
A trustee is not liable if he or she
trustees is to set the board’s
and s. 265] and Regulation 298
can prove that he or she made
budget each year. While the
penalty applies to a trustee who
knowingly signs a false report
[213.2].
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
57
Ministry of Education provides
the case of French-language
or in the ministry’s taking control
the grants used to support their
boards.
of the board’s affairs; this could
local education system, trustees
Subsection 257.45(3) provides
involve the appointment of a
must work with the dollars provided
and, in accordance with statutory
requirements, develop a budget
that best suits the programs and
services offered in their communities.
In order to set policies and approve
the final budget, all trustees must
that a trustee is personally liable if
supervisor.
all of the following conditions
Where the Minister has issued a
apply:
direction, and he or she is of the
• the board is subject to an order
opinion that the board has failed
under subsection 257.31(2) or
(3) (Division D);
understand Part IX of the Education
• the board uses any of its funds
Act. This sets out complex rules on
contrary to the Minister’s
the funding of education, and on
orders; and
the borrowing and investment
activities of school boards.
• the trustee voted for that use
of funds.
to comply with a direction, the
Lieutenant Governor in Council
can grant a vesting order giving
the Minister control over the
administration of all board
affairs except for denominational
matters in the case of Catholic
boards and linguistic matters,
The Education Act requires that
A trustee who voted to use funds
in the case of French-language
boards set only balanced budgets
in a way that contravenes an order
boards. The Minister would
[s. 231(2)]. The penalties for failing
is jointly and severally liable for
maintain control until the
to do so, which can be severe, are
the amount used, and those funds
board is in compliance.
laid out in Division D of Part IX of
may be recovered through a court
the Education Act. Division D
As is the case with s. 257.45(3)
action.
described previously, under
permits the Minister of Education
s. 230.12(3) any trustee who
to appoint an investigator (auditor)
of a school board under certain
Compliance with Board
Obligations
circumstances. These are:
The Education Act also
• Financial statements indicate
contains provisions for the use
to investigate the financial affairs
that the board operated on a
deficit;
• Failure to pay any debentures;
• Defaulting on debts or other
of ministerially ordered investigations into non-financial matters
[Part VIII, Compliance with Board
Obligations]. The Minister of
Education has the authority to
financial liabilities; or
direct an investigation into general
• The Minister has concerns
school board operations, including
about the board’s ability to
program and curriculum matters,
meet its financial obligations.
class size, trustee compensation,
Ultimately, Division D permits the
Minister to issue orders, directions,
items that promote provincial interest
in education, and spending [s. 230].
votes to use funds in a way that
contravenes an order is jointly
and severally liable for the amount
used, and may face court action
for recovery of the funds.
Provincial Interest Regulation
In accordance with Ontario
Regulation 43/10 (Provincial
Interest in Education) the Minister
may provide for a review of the
performance of a school board,
if the Minister has concerns
regarding the performance of
a school board with respect to
the following areas:
and decisions relating to the affairs
Such an investigation could result
of the board, and even to assume
in a finding of non-compliance
complete control over all the board’s
and lead to either the Minister’s
affairs, except for denominational
issuing a direction to the board
• student health and safety;
matters in the case of Catholic
to address the non-compliance (or
• good governance of the
boards and linguistic matters, in
the likelihood of non-compliance),
• academic achievement of
students;
school board;
58
[s. 218.1]. This section provides
boards to enforce their code
and of the director of
that a trustee shall:
of conduct at the local level
education in carrying out
• carry out his or her
[s. 218.3].
• performance of the board
their responsibilities under
the Education Act; and
responsibilities in a manner
that assists the board in
• level of parent involvement
fulfilling its duties under
The review process would result
the Act, the regulations and
in a report to the Minister. The
board would be consulted about
this report, which could result
in the Minister making
recommendations to the board
guidelines issued under the
Act including but not limited
to the board’s duties under
section 169.1
• attend and participate in
to address concerns that have
meetings of the board including
been reviewed. The Minister
meetings of board committees
would likely not consider
of which he or she is a member
• consult with parents, students
and supporters of the board on
the board’s multi-year plan
under clause 169.1(1)(f)
• bring concerns of parents,
students and supporters of
the board to the attention
of the board
• uphold the implementation
of any board resolution after
it is passed by the board
• entrust the day to day
section 230, unless a school
board refuses to or does not fully
participate in a review process,
changes arising out of the review.
Conduct of Trustees
The Education Act establishes
the duties of individual trustees
grounds to believe that another
trustee has breached the board’s
code of conduct may bring the
alleged breach to the attention
of the board of trustees.
If a board of trustees determines
that a trustee has breached the
board’s code of conduct, the
board of trustees may impose
one or more of the following
sanctions:
• censure
• bar the trustee from attending
all or part of a meeting of the
board or meeting of a
committee of the board, or
• bar the trustee from sitting on
one or more committees of the
board, for the period of time
specified by the board.
Duties of Board Chair
to its staff through the
The Education Act also sets out
board’s director of education
the following additional duties
achievement and well-being,
and
• comply with the board’s code
of conduct
of the chair of a school board:
• preside over meetings of the
board
• conduct the meetings in
accordance with the board’s
procedures and practices for
or refuses to give full and fair
consideration to recommended
A trustee who has reasonable
management of the board
• maintain focus on student
board supervision pursuant to
Enforcement of Code of Conduct
Trustee Code of Conduct
The Education Act authorizes
boards to adopt a code of conduct
for trustees [s. 218.2] and provides
an enforcement mechanism for
the conduct of board meetings
• establish agendas for board
meetings, in consultation
with the board’s director of
education or the supervisory
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
59
officer acting as the board’s
Duties of Director of Education
by school boards, and provides
director of education
Trustees should be aware of the
those individuals with a right
director of education’s duties
of access to their information.
board have the information
under the Education Act. In
MFIPPA governs the collection,
needed for informed discussion
particular, subsection 283.1(1)
use, and disclosure of personal
of the agenda items
requires a director of education,
information by boards. Of necessity,
immediately upon discovery, to
school boards have large volumes
bring to the attention of the board
of personal information pertaining
of trustees any act or omission by
to both employees and students.
the board that, in the opinion of
All school board officials and
the director of education, may
employees, including trustees,
result in, or has resulted in, a
should familiarize themselves
contravention of the Education
with the basic provisions of
Act, or any policy, guidelines or
MFIPPA to prevent inadvertent
regulation made under the Act.
violation of the statute. Any
• ensure that members of the
• act as spokesperson to the
public on behalf of the board,
unless otherwise determined
by the board
• convey the decisions of the
board to the board’s director
of education or the supervisory
officer acting as the board’s
director of education
Trustees should note as well that
if a board of trustees does not
respond in a satisfactory manner
when an act or omission is brought
person found guilty of wilfully
contravening the Act, as set out
in section 48, is liable to a fine
not exceeding $5000.
to its attention, a director of
Every school board may designate,
education has the duty to advise
in writing, an individual trustee
the Deputy Minister of Education
or a committee of trustees to act
of the act or omission.
as “head” of the school board for
the purposes of MFIPPA. In the
Confidentiality and Privacy
• provide leadership to the
absence of such a designate, the
school board is the “head.” The
The Municipal Freedom of
head usually then delegates its
Information and Protection of
powers or duties under the Act
Privacy Act
to officers of the school board
School boards are subject to the
who carry out the day-to-day
board in maintaining the
Municipal Freedom of Information
management of the matters
board’s focus on the multi-
and Protection of Privacy Act
covered by MFIPPA.
year plan
(MFIPPA). This Act provides that
every person has a right of access
Confidentiality of Student Records
board in maintaining the
to recorded information in the
The Education Act requires the
board’s focus on the board’s
custody, or under the control,
principal of a school to establish
mission and vision, and
of a school board unless the
and maintain an Ontario Student
information falls within one
Record (OSR) for each student
of the limited and specific
enrolled in the school. The contents
exemptions listed in the Act.
of that record are specified in
• provide leadership to the
• assume such other
responsibilities as may be
specified by the board
In addition, the Act protects the
Ministry of Education guidelines.
privacy of individuals with
In addition to the protection of
respect to personal information,
confidentiality of the OSR offered
as defined in MFIPPA, that is held
by MFIPPA, section 266 of the
60
Education Act establishes that
Offenders Act. The YCJA applies to
Any person to whom this
the OSR information is privileged
persons between the ages of 12 to
information has been disclosed
for the information and use of
17 inclusive.
must:
supervisory officers, principals,
The YCJA establishes that no person
• keep the information separate
teachers and early childhood
educators of the school for the
improvement of instruction of
the student, and should not be
disclosed to anyone else, including
a court of law, except in certain
limited circumstances.
shall publish by any means the
from any other record of the
name of any young person or child,
young person to whom the
or any information that could identify
information is related
such person as the offender,
(including the OSR);
victim, or witness concerning
an offence committed, or alleged
to have been committed, by a
Each student of a board is
young person. This includes any
assigned an Ontario Education
report concerning the hearing,
Number (OEN). This number is
adjudication, disposition, or
the key identifier on the OSR. It
appeal with respect to such
follows the student throughout
an offence.
his or her elementary and secondary
The Act provides an exception to
education, making it easier to
keep reliable records on the
movement and progress of
individual students while also
protecting their privacy. The
OEN is used on:
• student records (the OSR and
other related forms);
• applications for enrolment
into specific programs,
the non-disclosure of the identity
of the young offender where the
young person has received an
adult sentence. The Act also allows
for disclosure where a Youth Court
judge has ordered such disclosure,
or where the provincial director,
a youth worker, a peace officer, or
any other person engaged in the
• ensure that no other person
has access to the information;
and
• destroy the information when
the information is no longer
required for the purpose for
which it was disclosed.
This means that school board
officials must be very careful not
to identify any young person or
child connected with an offence
to anyone – including students,
parents of other students, the
community, or the media – except
as specifically authorized by the
Youth Criminal Justice Act or a
court.
provision of services to a young
person determines that it is
Safe and Accepting Schools
necessary to disclose the identity of
Safe and Accepting Schools is
the young offender to a representative
based on the principle that a safe,
of a school board or school to ensure
inclusive and positive learning
the safety of staff, students, or
The data gathered through the
environment is essential for
other persons, to facilitate
use of OENs allows the Ministry
student achievement and well-
rehabilitation of the young
to evaluate the implementation
being and promotes positive
person, or to ensure compliance
of new initiatives, identify areas
student behavior. The strategy
with a court order.
focuses on:
The representative of the school
• clarifying the standards of
board or school who receives this
behavior for the school
information may subsequently
community;
schools, or institutions; and
• provincial assessments, tests,
and evaluations of the
student’s achievement.
that require improvement, and
analyze trends and identify
future needs.
The Youth Criminal Justice Act
In April 2003, the Youth Criminal
Justice Act (YCJA) came into force,
replacing the former Young
disclose that information to other
persons, only as is necessary to
ensure the safety of staff, students,
or other persons.
• requiring every school board
employee to play a role in
promoting positive student
behavior to improve school
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
61
climate and to support
suspend a pupil, principals’
Expulsion
victims;
investigations to determine
If a principal recommends to the
whether to recommend that a
board that a pupil be expelled,
pupil be expelled, and expulsion
the board shall hold an expulsion
hearings. The Act also requires
hearing and, for that purpose, the
that the policies and guidelines
board has powers and duties as
address such matters and include
specified by board policy.
such requirements as specified
The board may authorize a
• preventing inappropriate
behavior;
• providing early and ongoing
intervention;
• using progressive discipline
to address inappropriate
behavior with appropriate
consequences and supports
including early and ongoing
intervention, and;
• supporting engagement
by the Minister.
committee of at least three
The board may authorize a
members of the board to exercise
committee of at least three
and perform powers and duties
members of the board to exercise
on behalf of the board and may
and perform powers and duties
impose conditions and restrictions
on behalf of the board and may
on the committee.
on the part of parents and
impose conditions and restrictions
community agencies in
on the committee.
The parties to the expulsion
schools.
hearing are:
Suspension
• the principal
Behaviour and Discipline
The following persons may
• the pupil’s parent or guardian,
The Education Act sets out specific
appeal, to the board, a principal’s
unless the pupil is at least 18
obligations for school boards with
decision to suspend a pupil:
years old, or is 16 or 17 years
• the pupil’s parent or guardian,
old and has withdrawn from
respect to behaviour, discipline
and safety of students. The
provincial Code of Conduct sets
the standard of behaviour for all
persons in schools.
The Act clearly identifies:
• activities that must be
unless the pupil is at least 18
years old, or is 16 or 17 years
• the pupil, if the pupil is at least
old and has withdrawn from
18 years old, or is 16 or 17 years
parental control
old and has withdrawn from
• the pupil, if the pupil is at least
18 years old, or is 16 or 17 years
considered for suspension
old and has withdrawn from
or expulsion of a student;
parental control
• who has the authority to
suspend or expel a student;
• the mitigating and other
parental control
• such other persons as may be
specified by board policy.
Every board shall designate a
parental control
• such other persons as may be
specified by board policy.
The board shall not expel a pupil
if more than 20 school days have
expired since the pupil was
suspended, unless the parties
to the expulsion hearing agree
factors to be taken into
supervisory officer for the
account when considering
purposes of receiving notices of
to a later deadline.
suspension or expulsion
intention to appeal a suspension.
The board’s decision to expel
decisions.
The board shall hear and determine
may be appealed to a designated
the appeal of a suspension, and
tribunal. The Child and Family
the decision of a board on an
Services Review Board is designated
appeal is final.
to hear appeals of board decisions
Appeals of suspensions are
to expel pupils. (Ontario
Conducting a Suspension Appeal/
Expulsion Hearing
The Education Act states
[s. 302(6)] that a board shall
establish polices and guidelines
governing appeals of a decision to
conducted by the board in
accordance with the board’s
developed procedures.
Regulation 472/07 – Behaviour,
discipline and Safety of Pupils)
62
Trustees who serve on the board
behavior in schools. This includes:
the effectiveness of board policies
or the suspension appeal and/or
• the requirement for principals
aimed at achieving these goals,
expulsion hearing committees of
the board must remember that
they are serving in a quasi-judicial
capacity. Members of the committee
or board should seek legal advice
before the hearing to ensure that
they conduct the appeal/hearing
properly, follow all rules of
procedural fairness, and meet
their legal obligations to protect
both board employees and students.
Boards are required to provide
programs for students on longterm suspension and for students
expelled from all schools of the
board. A long-term suspension
is a suspension for a term of from
6 to 20 school days.
The Education Act requires all
board employees to report serious
student incidents that must be
considered for suspension or
expulsion, to the principal. It
also requires principals to contact
parents of victims who have been
harmed as the result of such
incidents and requires school staff
who work directly with students
to respond to inappropriate
and disrespectful student
behaviour.
The Accepting Schools Act,
2012 amendments to the
Education Act came into
force on September 1,
2012, setting out
additional requirements
for school boards to create
safe and inclusive schools
and to take further
measures to prevent and
address inappropriate
to consider expulsion for
bullying and for incidents
motivated by hate, prejudice
or bias;
• the requirement for boards to
support students who want
to establish and lead activities
and organizations that:
promote a safe and inclusive
learning environment;
acceptance of and respect
for others; and, the creation
of a positive school climate.
The legislation requires school
boards to include “promoting a
positive school climate” and
“promoting the prevention of
bullying” as goals in their multiyear plans. As such, boards are
required to monitor and evaluate
review the multi-year plan
annually, and make the plan
available to supporters and
employees of the board.
(For more on Safe and Accepting
Schools, see: www.edu.gov.on.ca/
eng/teachers/safeschools.html)
Child Abuse and Duty to Report
Every person who performs
professional or official duties
with respect to a child should be
familiar with the duty to report
a child who is or who may be in
need of protection. This is
required under the Child and
Family Services Act. For the
purposes of this Act, a child means
a person actually or apparently
under the age of 16.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
The Student Protection Act 2002
harm or would harm our children.
is intended to help protect students
Students are protected in Ontario
from sexual abuse and other forms
of professional misconduct by
teachers. It amended the Teaching
Profession Act and the Ontario
College of Teachers Act, 1996 to
add a broader definition of sexual
abuse. It also amended the
Education Act to impose certain
reporting and informationsharing requirements on all
employers of certified teachers.
As well, the Student Protection
Act amendments require school
boards to remove any teacher,
including temporary teachers
from contact with students, if
they become aware that the
schools through all of the
following initiatives:
• All employers must report
to the Ontario College of
Teachers a certified teacher
charged with a sexual offence
against a student. School
boards as well as public
schools, private schools,
tutoring companies, and
other organizations are
required to do this if they
employ teachers certified
by the Ontario College of
Teachers to instruct students.
comprehensive way to include
or convicted of, an offence under
sexual harassment and
the Criminal Code (Canada)
inappropriate sexual remarks
which, in the board’s opinion,
towards a student.
risk of harm or injury.
Student Protection
Provincial legislation provides the
Ontario College of Teachers, the
professional body that regulates
the teaching profession and
governs its members, with the
added authority it needs to take
strong action against those who
• Employers of certified teachers
will face fines, upon conviction,
of up to $25,000 for breaking
the reporting rules.
Criminal Background Reference
Checks
Ontario Regulation 521/01
(Collection of Personal
Information) provides school
boards with another tool to
promote a safe school
environment. The regulation
requires that school boards
collect police records from all
employees and service providers
who have direct and regular
contact with students.
• Sexual abuse is defined in a
teacher has been charged with,
indicates that pupils may be at
63
• Any teacher in a publicly
funded school is removed
from the classroom if he or she
is charged with sexual assault
against a student.
• Improved information sharing
Health and Safety
To provide a safe and suitable
learning and working
environment for school staff
and students, it is critical that
classroom practice and the
learning environment comply
with relevant federal, provincial
and municipal health and
safety legislation and by-laws,
makes it much more difficult
including:
for a teacher who has been
• Workplace Safety and
disciplined for sexual abuse to
quit and move from one board
or school to another undetected.
Insurance Act
• Workplace Hazardous
Materials Information
System (WHMIS)
• Occupational Health and
Safety Act
Ministry of Labour (MOL)
inspectors conduct health and
safety inspections in schools to
raise awareness of workplace
health and safety hazards and to
promote compliance with the
64
Occupational Health and Safety
who are in direct contact with
has reason to believe that a pupil
Act (OHSA) and its regulations.
pupils on a regular basis;
is experiencing an anaphylactic
Additional information is available
• a requirement that every
at: www.edu.gov.on.ca/eng/
school principal develop an
policyfunding/workplace.html
individual plan for each pupil
who has an anaphylactic
Protecting Pupils with LifeThreatening Allergies
allergy;
• a requirement that every
school principal ensure that,
Sabrina’s Law, An Act to Protect
upon registration, parents,
Anaphylactic Pupils, helps to
guardians and pupils be asked
protect pupils with life-threatening
to supply information on
allergies and to create a safe and
life-threatening allergies; and
healthy school environment.
Anaphylaxis is a serious allergic
• a requirement that every
school principal maintain a file
reaction that can be life-threatening.
for each anaphylactic pupil of
It is essential that school board
current treatment and other
staff, including principals, teachers
information, including a copy
and other staff who have direct
of any prescriptions and
contact with students at risk for
instructions from the pupil’s
anaphylaxis on a regular basis
physician or nurse and a current
throughout the school day, are
emergency contact list.
aware of the issues they face and
are equipped to respond
• the individual plan for a pupil
appropriately in the event of
with an anaphylactic allergy
an emergency.
must include:
Sabrina’s Law requires every
° details on the type of allergy,
reaction, the employee may
administer an epinephrine autoinjector or other medication that
is prescribed, even if there is no
preauthorization to do so.
No actions for damages shall be
instituted respecting any act done
in good faith or for any neglect or
default in good faith in response
to an anaphylactic reaction, unless
the damages are the result of an
employee’s gross negligence. The
Act preserves common law duties.
Additional information is available
at www.eworkshop.on.ca/allergies.
School Food and Beverage Policy
As outlined in the School Food
and Beverage Policy, all, school
boards are required to ensure that
all food and beverages sold on
school premises for school purposes
meet the requirements set out in
the policy, (Policy/Program
Memorandum 150), including the
school board to establish and
monitoring and avoidance
nutrition standards.
maintain an anaphylaxis policy
strategies, and appropriate
and every school principal to
treatment;
The nutrition standards apply to
develop individual plans for pupils
with an anaphylactic allergy.
Specifically, a school board’s
policies must include:
• strategies to reduce risk of
exposure to anaphylactic
causative agents;
all food and beverages sold in all
° a readily accessible emergency
procedure for the pupil; and,
venues (e.g., cafeterias, vending
° storage for epinephrine
auto-injectors, where
programs (e.g., catered lunch
necessary.
Employees of a board may be
preauthorized to administer
machines, tuck shops), through all
programs), and at all events (e.g.,
bake sales, sports events).
The nutrition standards do not
apply to food and beverages that
medication or supervise a pupil
are:
dissemination of information
while the pupil takes medication
• offered in schools to students
on life threatening allergies to
in response to an anaphylactic
parents, pupils and employees;
reaction, if the school has up-to-
• a communication plan for the
• regular training on dealing
with life-threatening allergies
for all employees and others
date treatment information and
the consent of the parent,
guardian or pupil. If an employee
at no cost;
• brought from home or
purchased off school premises
and are not for resale in schools;
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
• available for purchase during
field trips off school premises;
• sold in schools for non-school
purposes (e.g., sold by an outside
organization that is using the
gymnasium after school hours
for a non-school-related event);
• sold for fundraising activities
that occur off school premises;
The school principal may designate
Recognizing Diversity
up to ten days (or fewer, as determined
As public service providers and
by the school board) during the
as employers, school boards are
school year as special-event days
subject to the requirements of
on which food and beverages sold
the Ontario’s Human Rights Code.
in schools would be exempt from
Under the Code and court decisions
the nutrition standards outlined
that have interpreted its provisions,
in this memorandum. The school
boards must provide harassment-
principal must consult with the
free work and learning environments.
school council prior to designating
• sold in staff rooms.
Furthermore, boards may be
a day as a special-event day. School
subject to legal sanctions if they
The following requirements must
principals are encouraged to
do not deal appropriately with
also be met:
consult with their students in
instances of harassment and
making these decisions.
discrimination.
• School boards must comply
with Ontario Regulation
School boards are responsible for
200/08 (Trans Fat Standards),
monitoring the implementation
and any other applicable
of the policy memorandum.
regulations made under the
Additional information is
Education Act.
available at: www.edu.gov.on.ca/
• Principals must take into
eng/healthyschools/policy.html.
consideration strategies
developed under the school
board’s policy on anaphylaxis
to reduce the risk of exposure
to anaphylactic causative
agents.
• Food and beverages must be
65
Equity and Inclusive Education
Ontario’s Equity and Inclusive
Education Strategy envisions an
equitable and inclusive education
system in Ontario where all students,
parents, school staff and members
of the school community are safe,
Supervised Alternative
Learning
welcomed and respected in schools,
School boards are required by
supported and inspired to
regulation to establish a Supervised
succeed in a culture of high
Alternative Learning Committee,
expectations for learning.
and where every student is
which is to include a trustee. The
prepared, served, and stored
The Strategy aims to help the
board’s committee approves
in accordance with Regulation
education community identify
applications for students age 14-17
562 (Food Premises), as
and remove discriminatory biases
to be excused from attendance at
amended, made under the
and systemic barriers in order to
school to participate in Supervised
Health Protection and
support the achievement and
Alternative Learning. This may
Promotion Act.
well-being of all students. The
include employment, credit
Strategy builds on successful
• School boards must ensure
courses, life skills courses, training
ministry, school board and school
that students have access to
or other studies/activities that the
policies and practices. Policy/
drinking water during the
committee deems suitable for the
Program Memorandum, PPM No.
school day.
student. Regular monitoring of
119 (Developing and implementing
the student is required. The intent
equity and inclusive education
is for the student to retain a link to
policies in Ontario schools) and
the board and to continue
the Strategy Guidelines further
learning when other strategies
outline school board expectations
have not proven effective.
for implementing the Strategy.
• The diversity of students and
staff must be taken into
consideration in order to
accommodate religious and/
or cultural needs.
66
The Strategy and Equity and
School councils are advisory
The role and responsibilities of
Inclusive Education guidelines have
bodies whose purpose is to
the principal, as a member of and
been kept current and relevant to
improve student achievement
as a support to the school council,
reflect the amendments to the
and enhance the accountability of
are described in Regulation 298
Education Act under Accepting
the education system to parents.
(Operation of Schools – General).
Schools legislation
This purpose is clearly set out in
Ontario Regulation 612/00.
Ontario Regulation 612/00 and
The Accepting Schools Act, 2012
amended the Education Act to
repeal the provision for every
board to develop and implement
an ethno-cultural equity and antiracism policy. Every board is now
required to have an equity and
inclusive education policy [s. 29.1].
School boards must also have a
religious accommodation guideline
in place. The Strategy is designed
to support human rights as described
in the Human Rights Code, the
Canadian charter of Rights and
Freedoms and other relevant
legislation. It operates within the
context of the constitutional
rights of Catholic schools set out
in section 93 of the Constitution
Act, 1867 and the Education Act,
and the language rights of Frenchlanguage rights holders as set out
in the Canadian Charter of Rights
and Freedoms and the Education
Act. French-language boards
should also refer to Ontario’s
Aménagement linguistique Policy
for French-language education.
(See Chapter 9 for additional
information on Equity and
Inclusive Education.)
School Councils
The Education Act requires each
school board to establish a school
council for each school operated
by the board [s. 170(1)17.1].
(School Councils and Parent
Involvement Committees) This
regulation also describes the
composition of school councils
and the process for the election
of members, the role and
responsibilities of the school
council, and operational matters
relating to the school council. In
addition, the Ministry of Education
publishes a guide for members of
Regulation 298 together address
three key areas pertaining to school
councils: the purpose of school
councils, membership and
operational matters, and the
obligation of boards and principals
to consult with school councils on
certain matters.
The membership of school
councils consists of:
• a majority of parents, as
school councils, which is available
specified in a bylaw of the
at: http://www.edu.gov.on.ca/eng/
school council or by the board
general/elemsec/council/.
if such a bylaw does not exist
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
67
The PIC is a parent-led-committee
Declaring a Conflict
(the principal may delegate
that is an important advisory
A member who identifies a direct,
membership responsibility to
body to the board. (For more
indirect, or deemed conflict of
the vice-principal)
information, see Chapter 11,
interest in a matter and is present
Working with Parent Involvement
at a meeting of the board or
Committees, School Councils
committee of the board at which
and Communities.)
the matter is the subject of
• the principal or vice-principal
• one teacher employed at the
school, other than the principal
or vice-principal
• one member of support staff
of the school
• one student, in the case of
secondary schools (optional
for elementary schools)
• one or more community
representatives
consideration, must declare the
Conflict of Interest
The main purpose of the Municipal
Conflict of Interest Act is to protect
the public interest by ensuring
that public officials do not improperly
take advantage of their positions
of trust to seek personal gain. The
• one person appointed by an
Act applies to all members of local
association that is a member
councils, committees, and boards,
of the Ontario Federation of
including school boards, either
Home and School Associations
elected or appointed. The Act also
or the Ontario Association of
applies to members of advisory
Parents in Catholic Education
committees and other committees
or Parents partenaires en
established under the Education Act.
éducation, if the association
is represented at the school
For more information on the role
and responsibilities of school
councils, see Chapter 11, Working
with School Councils, Parent
Involvement Committees, and
Communities.
Parent Involvement
Committee
Ontario Regulation 612/00
requires every school board to
establish a Parent Involvement
Committee (PIC) and sets out
provisions for the composition
and functions of the PIC.
The purpose of the PIC is to support,
encourage and enhance parent
involvement at the board level
in order to improve student
achievement and well-being.
Pecuniary Interest
Conflict-of-interest legislation is
concerned only with pecuniary, or
financial, interests. The Municipal
conflict before any discussion of
the matter begins. Specifically, the
member must follow these steps:
• Publicly declare the conflict of
interest, state the general
nature of the interest, and
have the declaration recorded
in the minutes;
• Do not vote on any question
in respect of the matter;
• Do not take part in the
discussion of the matter;
• Do not attempt in any way,
whether before, during or after
the meeting, to influence the
voting on any question in
respect of the matter; and
• When a committee of the
Conflict of Interest Act refers to
board, including a committee
three kinds of pecuniary interest:
of the whole board, is in closed
direct, indirect, and deemed. The
session, leave the room for as
following are examples of each:
long as the matter is under
• A trustee would have a direct
consideration, and have the
interest if the board was
considering buying property
fact that he or she left the
room recorded in the minutes.
that the trustee owns.
If a member is absent from a
• A trustee would have an
meeting during which that
indirect interest if the trustee
is a senior officer of a company
bidding for a board contract.
• A trustee would have a deemed
interest if the trustee’s spouse,
child, or parent owns a company
that is bidding for a board contract.
member would have been placed
in a conflict of interest, at the next
meeting attended by the member,
the member must disclose the
interest and otherwise refrain
from discussing, influencing, or
voting on the matter.
68
If there are any doubts about a
doubt, however, he or she should
Audit Committee
possible conflict of interest,
consider declaring a conflict.
The Education Act requires that
trustees should seek legal advice.
The failure of any trustee to disclose
every district school board in
a conflict of interest does not of
the Province establish an audit
itself invalidate any decision or
committee. The audit committee
proceeding in respect of the matter
is composed of both trustees and
before the board. However, if a
non-trustee members appointed
member who voted or participated
by the school board in accordance
in a board proceeding failed to
with its by-law on the selection
disclose an interest, the school
process. School board staff are not
board may void the proceeding,
permitted to be a member of the
within two years from the date of
committee. The purpose of the
the proceeding, unless this would
audit committee is to provide
hurt an innocent third party.
oversight of the school board’s
Contravention of the Provisions
Under the Municipal Conflict of
Interest Act, only an elector entitled
to vote at the board elections can
allege conflict of interest by a member
or a former member. The Act
requires that the elector commence
an action or application in the
Ontario Superior Court of Justice.
Where a judge finds that a member
has contravened his or her disclosure
obligations under the Municipal
Conflict of Interest Act, the judge
must declare the member’s seat
vacant. The judge also has the
discretion to disqualify the
member from office for up to
seven years and to require the
member to make restitution if
the contravention has resulted
in personal financial gain. If the
judge finds that the contravention
occurred inadvertently or because
of a bona fide error in judgement,
the member will not be disqualified
from the board or have his or her
seat declared vacant. However, the
member may still be required to
make restitution.
A member who considers an
interest to be “so remote or
insignificant in its nature that it
cannot reasonably be regarded as
likely to influence the member”
need not declare it. The decision
to declare a conflict of interest is
the personal responsibility of the
trustee. The board cannot force a
member to declare a conflict or
leave the room. If a trustee is in
School boards may obtain
insurance to protect trustees who
are found by a court not to have
contravened the Municipal Conflict
of Interest Act. This insurance
might cover costs or expenses
incurred in successfully defending
against a proceeding under the Act.
financial reporting and controls
and risk management. Ontario
Regulation 361/10 (Audit
Committees) describes the
composition, functions, powers
and duties of an audit committee.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
CHAPTER 7:
Board and
Committee Meetings
70
(Unless otherwise noted, legislative references
Organization of the Board
indicate the Education Act.)
Organizational meetings must be held in December of
One of the primary ways that school boards meet
each year; at the inaugural meeting, and at subsequent
public expectations of transparency and accountability
is to make policy decisions at open, public meetings.
The Education Act sets out the structural framework
for conducting these meetings. Within this framework,
boards have flexibility to create their own policies and
procedures that ensure orderly, productive meetings.
Although specific practices may vary, most school
boards follow accepted rules of parliamentary
procedure for their public decision-making processes.
The most commonly used procedures are the most
recent edition of Robert’s Rules of Order or Bourinot’s
Rules of Order. Any variation from parliamentary
procedure that might be required to better suit a
school board can be incorporated in a school board’s
procedural rules through the creation of a by-law.
organizational meetings of the board, the board must
elect a chair [s. 208(4), (5)]. The board may also elect a
vice-chair, organize itself into a committee structure,
and adopt a meeting schedule of regular board and
committee meetings for the following 12-month
period. If a committee structure is adopted, the
board usually at this time also appoints members
to those committees. The committees usually elect
their chairs at their first meeting of the new term.
Regular and Special Meetings
Most boards adopt a regular meeting schedule. The
chair, or the secretary of the board if a majority of the
board members make a written request, may also call
special meetings. Special meetings are usually called
for the board to consider time-sensitive matters or
Inaugural Meeting
weighty matters that require a separate meeting
The trustees’ term of office begins on December 1 in
[s. 208(13)].
the year of a regular election. The Act requires a board
to hold its first meeting within seven days following
the start of the term of office [s. 208(2)]. The meeting
is held when and where the board determines, or if
such a determination is not made, it will be held at
the board’s head office on the first Wednesday after
the start of the term of office [s. 208(2)]. The Education
Act also provides for a majority of the members of the
newly elected board to petition, through their
supervisory officer, for an alternate date for the first
meeting [s. 208(3)].
Attending Board Meetings
Trustees are expected to attend all regular meetings
of the board, either physically or through electronic
means. Trustees are also expected to attend all
meetings of any committee of which they are a member.
A trustee may not be absent from three consecutive
regular meetings of the board without the permission
of the board [s. 228(1)]. (See Chapter 4, The Role of
Trustees.)
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
71
Quorum
members it may appoint one of
Minutes
A meeting of the board cannot
its members to act as secretary.
The minutes are the official record
be convened until a quorum is
Normally, the director of education
of the board. They include:
is appointed as treasurer and
• when and where the meeting
present. A quorum is “a majority
of all the members constituting
a board” [s. 208(11)]. Student
trustees are not included in the
number required to constitute
a quorum.
secretary of the board and therefore
took place;
ensures that qualified staff are
• who was present;
employed to carry out the duties
• all matters considered at
of treasurer and secretary.
the meeting;
The Municipal Conflict of Interest
Act [s. 7(1)] provides a remedy for
a potential lack of quorum by
providing that a meeting may
continue without the members
who have declared conflicts of
interest as long as there are at
least two members remaining.
The Act provides a legal process
that may be undertaken if there
should be less than two members
remaining.
Board Treasurer and Board Secretary
The Education Act requires each
board to appoint a treasurer. If
the board has no more than five
members, the treasurer may be
a board member [s. 170(1)]. The
treasurer is required to receive
and account for all money of
the board and produce, when
required by the board or auditors
or other competent authority,
papers and money in his or her
possession, power or control
that belong to the board.
Agendas
Board staff may satisfy
the requirement for giving
trustees proper notice of a
• all decisions
meeting [s. 198(1)(c)] and provide
made including the
the order of business for that
steps taken to reach those
meeting by distributing one
decisions; this establishes that
document, commonly referred to
the appropriate rules of order
as the agenda. The document
were followed.
should indicate that it serves as
The Education Act provides that
both official notice of meeting and
the director of education shall
agenda (or order of business) for
act as the secretary of the board
the meeting. Agendas for
[s. 283.1(1)(c)]; however, if the
meetings that are open to the
board has no more than five
public are usually posted on the
board’s website.
The votes of individual members
are not in the minutes unless a
recorded vote has been requested.
The final vote on any matter
debated in a closed session is also
conducted in public; however, the
72
wording and substance of the
minutes and all records relating
terms that the same person may
matter may not be disclosed.
to the financial transactions of the
continue as chair. Individual
The secretary of the board is
board [s. 257.(44)]. Any report
boards may have rules of
or background information
procedure or a policy or bylaw
considered by the board at the
regarding the number of years or
meeting should be available
terms that a chair or vice-chair
for ensuring that the minutes,
with the minutes.
may serve.
when confirmed, are signed by
Some boards find it helpful and
School boards may choose to
responsible for keeping a full and
accurate record of the proceedings
of every meeting of the board and
have elections for the position
of chair and vice-chair by secret
ballot or by recorded voting
(public). However, the Act states
that the winner of a tie vote shall
be decided by the drawing of lots.
Attendance
The chair of a meeting must be
physically present in the meeting
room and may not participate in
meetings by electronic means.
Responsibilities
The Education Act sets out the
following responsibilities of the
chair:
a matter
of good public
relations to produce a
summary of board decisions
soon after the meeting to
the chair
of the meeting.
The minutes are a public document
distribute to trustees, board
staff and post on the board’s
public website
• preside over meetings of
the board
• conduct the meetings in
accordance with the board’s
procedures and practices for
the conduct of board meetings
• establish agendas for board
meetings, in consultation
with the board’s director of
and anyone may inspect the minutes,
the audited annual financial report
Chair and Vice-Chair
education or the supervisory
and the current accounts of the
The board chair and vice-chair
officer acting as the board’s
board at the head office of the board
(if a board chooses) are appointed
director of education
[s. 207(4)]. Under the Education
for one-year terms (see Inaugural
Act, the Minister of Education
Meeting and Organization of the
may have access at all times to all
board, above). The Act does not
records of a board, including the
indicate the number of years or
• ensure that members of the
board have the information
needed for informed discussion
of the agenda items
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
and, acting as an individual trustee,
• manage conflict;
public on behalf of the board,
has no greater rights or powers
unless otherwise determined
than any other member of the
• ensure that issues are
by the board
board.
• act as spokesperson to the
• convey the decisions of the
In most boards, the chair, in
73
separated from individuals;
• lead the board as a team; and
• help the board reach its
board to the board’s director of
consultation with the director
education or the supervisory
of education, sets the agenda
officer acting as the board’s
for meetings and a process is
At the same time, the chair must
director of education
established whereby individual
keep in mind that his or her vote
trustees can request that a matter
is one among many and that the
be considered for inclusion on an
process of decision-making aims
agenda. The chair works closely
to capture the view of the corporate
with the director of education to
board rather than allowing any
ensure that the board’s wishes are
individual’s view to predominate.
• provide leadership to the
board in maintaining the
board’s focus on the multiyear strategic plan
• provide leadership to the
board in maintaining the
board’s focus on the board’s
mission and vision
• assume such other
responsibilities as may be
specified by the board
The chair may vote on all matters.
As the legislated role description
suggests, the position of chair of
the board involves responsibilities
that extend beyond presiding over
board meetings. The chair acts as
decisions.
understood, and works with the
board to present and clarify any
concerns of the administration.
The chair may call special meetings
of the board [s. 208(13)] and, as
the presiding officer, may, at his or
her discretion, have people removed
from meetings for improper
conduct [s. 207(3)]. This includes
trustees as well as members of
the public.
Rules of Order
School board meetings are run
according to parliamentary
procedure. These rules of procedure
are designed to allow trustees to
introduce motions and proceed
with debate, dissent, and decision
making in an orderly way.
Knowledge of basic procedures
and terminology will result in
Skills Recommended for the Role
the main spokesperson for the board,
of Board Chair
a role that involves interaction with
To run productive meetings,
the community and the media.
a chair should:
The board may also determine
• have a basic knowledge of
more efficient and productive
meetings. Some boards conduct
orientation sessions for new
trustees that include the basic
rules of parliamentary procedure.
Others may have a staff member
that their spokesperson on specific
the rules of parliamentary
issues be another member of the
present at meetings who can
procedure and the board’s
board or other person approved
answer procedural questions.
procedural by-laws;
by the board.
• ensure that all relevant
The leadership role of the chair is
information has been
conferred through an election by
provided;
his/her fellow trustees and the
chair must adhere to the board’s
directions and may not act
unilaterally. The chair of the
board is also an individual trustee
• allow open debate;
• provide opportunities for
Public Meetings
Public accountability is a
cornerstone of Ontario’s
education system. The Education
Act states that all meetings of the
board shall be open to the public
and encourage all members
[s. 207(1)]. Meetings of a
to speak;
committee, including a
74
committee of the whole board,
the public and the media when
A school board must make all its
shall be open to the public unless
the matter to be discussed
decisions in public at a regular or
the members are dealing with
involves any of the following:
special meeting of the board.
certain topics, such as those listed
• the security of the property of
The decisions of all committees,
below in “In Camera Meetings”.
Participation by Electronic Means
Every board must develop and
implement a policy providing for
the use of electronic means for the
holding of meetings of a board
and meetings of a committee of a
board, including a committee of
the whole board [Ont.Reg. 463/97
(Electronic Meetings), s. 2(1)]
In Camera (Private) Meetings
The Education Act provides that a
meeting of a committee of the
board, including a committee of
the whole board, may be closed to
the board
• the disclosure of intimate,
personal, or financial
information about a member
of the board or one of its
committees, an employee or
prospective employee of the
board, or a pupil or his or her
parent or guardian
• the acquisition or disposal of a
school site
• negotiations with employees
of the board
• litigation affecting the board.
[s. 207(2)]
including a committee of the
whole board, take the form of
recommendations that are presented
to the board for its final decision.
A board may meet as a private or
closed meeting of the committee
of the whole board to consider
private matters and then rise and
report their recommendations
to the board during the public
meeting.
The director of education usually
decides at that time what private
matters may be made known to
the public and what matters must
remain private because of legal or
administrative necessity.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
75
This ensures that the public is
and anything that occurred
Boards may also establish other
provided with the opportunity
during the in camera meeting.
committees and sub-committees
to see that the public meeting has
Even after the board has voted
that include non-trustees [s. 171(1)].
been properly constituted and
on a private matter, it may still
Committees that have members
that the vote has been properly
remain completely undisclosed
who are not trustees cannot deal
conducted even if the exact
to the public, sometimes for a
with matters in the areas of
nature of the private matter is
short period of time, and other
education, finance, personnel,
not disclosed.
times forever.
or property.
There are generally three kinds
Student trustees may participate
in in camera meetings with the
of committees:
exception of those dealing
• S tanding or permanent
committees generally deal with
with matters relating to
intimate, personal or
ongoing or recurring matters,
financial information
such as those specified in the
about a member of the
legislation, and are an integral
board or of a committee
part of the board structure.
of the board, an
Only trustees are members
employee (or prospective
of standing or permanent
employee) of the board, a
committees. A staff person
student, or a student’s
is usually assigned as a
parent or guardian.
resource person to provide
Members of the public, the
expertise, fulfill administrative
media, and any trustee who has
requirements, and provide
declared a conflict of interest
necessary information.
regarding the matter being
•A
d hoc committees, like task
discussed, must leave the board
forces or work groups,
room during an
investigate a specific issue
in camera meeting. Discussions
and report to the board within
held at in camera meetings are
a stated time frame.
confidential and any material
•A
dvisory committees, established
distributed in in camera meetings
on either a short- or long-term
is also confidential and must not
basis, provide input into policy
be shared outside of the meeting.
development or other areas
Trustees must be aware of the
where the board would benefit
confidentiality that applies to in
from the experience and
camera sessions. As a member of
Board Committees
expertise of other participants.
the board, a trustee’s role is to
The Education Act permits boards
Non-trustee members might
respect the board’s decision-
to establish committees of board
include teachers, students,
making process and not discuss
members to deal with the broad
parents, members of the
any aspect of private matters,
areas of “education, finance,
community or local business-
including the nature of the topic
personnel and property” [s. 171(1)].
people and, in the case of
76
Catholic boards, members of
Committee of the Whole Board
the clergy. Many boards now
With a majority vote, the board
establish advisory committees
can decide to go into committee
as part of their commitment to
of the whole board, generally
public consultation.
called “committee of the whole”.
Most boards have a structure for
their committees that contributes
to efficient and effective board
meetings. Committees can ensure
that the board has the necessary
information to make decisions.
They can do fact finding, involve
members of the community, and
This allows matters to be
discussed in a less formal setting.
Some boards will hold committee
of the whole meetings to deal
with matters that fall outside the
purview of other committees or
to hear from representatives of
other levels of government.
hear delegations from the public
without using limited board time.
Committee meetings generally
follow the same parliamentary
procedure adopted by the board,
and follow the terms of reference
set by the board. Committees
should record the minutes of
their meetings, and/or make a
report to the board following
every meeting. Committees may
include recommendations for
consideration by the board;
however, the board, as a whole,
makes the final decision.
Student Trustees
Student trustees are an important
and valuable voice in representing
the interests of the student body
at meetings of the board. They are
not members of the board and are
not entitled to exercise a binding
vote on any matter before the
board [s. 55(2)]. However, they
are entitled to request a recorded
non-binding vote in order to have
their opinion officially reflected
in the board minutes. They also
have the same opportunities for
participation at meetings of the
Serving on committees has several
board and the same access to
advantages for board members.
board resources and opportun-
Committee work allows new
ities for professional development
trustees to become familiar with
as members of the board.
the conduct of board business at
(A comprehensive professional
a less formal level and to learn
more about a specific topic.
Trustees also have opportunities
in committees to provide input
in areas in which they have special
interest or expertise.
development module for trustees
on “Running Effective Meetings”
(Module 12) is available at www.
ontarioschooltrustees.org.)
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
CHAPTER 8:
Education Funding
78
Financial planning is a vital and integral part of the
overall planning responsibilities in areas of program,
capital and facilities, and long-term strategy that school
boards undertake to ensure effective stewardship of
the board’s resources. School boards are required to
develop a balanced budget within the funding
allocated to them by the Ministry of Education.
Grants for Student Needs
The Grants for Student Needs funding formula is
designed to distribute funds equitably among all
school boards across the province. (See note 6 on
page 150) The purpose of the Grants for Student
Needs is to:
• provide fair and equitable funding for all
students, wherever they live in Ontario;
Funding Sources
Since 1998, the provincial government has had full
control of education property tax revenues and has
assumed the previous authority of school boards to
levy local property taxes. At that time as well, the
government introduced a funding approach that
determines the revenue each board receives; it is
based on series of formulae within the various grants.
This funding formula, known as the Grants for
Student Needs (GSN) has undergone significant
adjustments over the past decade.
Property taxes continue to support the education
system. Under the present system, the government
sets a uniform tax rate, based on a current-value
assessment system, for the education portion of
property taxes for all residential properties in the
province. The Province also sets a rate that varies by
municipality for the education portion of business
property taxes. Municipalities collect the education
portion of property taxes for the school boards in
their communities on behalf of the Province. The
Ministry of Education, using the funding formula,
determines each board’s overall allocation. Property
tax revenues form part of the allocation, and the
Province provides additional funding up to the level
set by the funding formula.
• provide funding to operate and maintain schools;
• protect funding for students with special needs;
• increase accountability of school boards by
requiring them to report consistently on how
they spend their allocations; and
• translate the provincial standards and vision for
education into financial resources for school
boards.
School boards have some flexibility when determining
how they use their funding to meet local priorities,
but must adhere to certain limitations set out by the
government:
• Achieve balanced budgets (this is a specific legal
obligation in the Education Act);
• Achieve class size targets;
• Use funding for special education only for special
education;
• Ensure that School Renewal funding is used
primarily for capital renewal expenditures;
• Limit spending on school board administration
and governance to what the allocation provides;
• Ensure New Teacher Induction Program funding
is used only to meet eligible expenditures and the
program’s requirements.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
• Ensure the Mental Health
Leader Allocation is used so
that each board has at least
one Mental Health Leader;
• Follow all guidelines for use
of capital funding, including
those specific to a particular
capital allocation
A board’s total GSN allocation is
determined by: the formulas in
the Pupil Foundation Grant; the
School Foundation
Grant; twelve
special purpose
grants and
allocations;
and, funding
for Debt
Service
Support.
These
grants are
intended to
provide a total
amount of
revenue based on the
specific needs of a board
and its students.
Pupil Foundation Grant
The Pupil Foundation Grant,
projected to be $10.53 billion in
2014-15, supports the components
of classroom education that are
required by, and generally common
to, all students. The Pupil Foundation
Grant makes up almost half of the
total Grants for Student Needs
allocation to school boards. The
grant provides funding, on a perpupil basis, to cover the basic costs
of educating a student related to
the following:
• classroom teachers (including
supply teachers, specialist
teachers/preparation time
(elementary), Student Success
teachers/preparation time
(secondary), secondary
programming teachers, and
professional development;
• early childhood educators in
full-day kindergarten (FDK)
classrooms;
• classroom consultants;
• library and guidance services;
• educational assistants;
• professional and
paraprofessional supports;
• elementary supervision;
• textbooks and learning
materials;
• classroom supplies; and
• classroom computers.
School Foundation Grant
The School Foundation Grant,
projected to be $1.43 billion in
2014-15, supports the costs of
salaries and benefits for principals,
vice-principals, and office support
staff, as well as supplies for school
administration purposes.
For every eligible school, the
School Foundation Grant provides
funding for:
• One (1.0) full-time equivalent
(FTE) principal, where the
enrolment of the school is 50
or more. Schools with fewer
than 50 students are provided
with 0.5 FTE principal;
• One (1.0) FTE office support
staff with more staff added as
enrolment at a school
increases;
79
• Vice-principal support for a
school based on school
enrolment; and
• A per-school amount for
school office supplies, with
additional funding for supplies
based on school enrolment.
Special Purpose Grants
Twelve special purpose grants,
projected to be $10.0 billion in
2014-15, recognize that the cost
of education varies significantly
depending upon the needs of the
students and where the students
live. These grants may change from
time to time to reflect government
priorities. In the 2014-15 GSN, the
special purpose grants are:
• Special Education Grant
– provides funding for
students with special needs.
It supports the incremental
costs of providing the
additional programs, services
and equipment needed to
support the educational
requirements of students
with special needs;
• Language Grant – for language
instruction, including:
French as a First Language,
Actualisation linguistique
en français, and Programme
d’appui pour nouveaux
arrivants; English as a Second
Language; French as a Second
Language
• First Nation, Métis, and Inuit
Education Supplement – for
programs designed for First
Nation, Métis and Inuit
students as outlined in the
Ontario First Nation, Métis
80
and Inuit Education Policy
Framework, 2007 (see www.
edu.gov.on.ca/eng/aboriginal/
fnmiframework.pdf )
• Geographic Circumstances
Grant – for the additional costs
faced by boards in rural, northern
and remote areas, boards
operating small schools, and/
or serving sparse student
populations;
• Learning Opportunities Grant
– for a range of programs that
help students who are at
greater risk of poor academic
achievement;
• Safe Schools Supplement – for
prevention support, for early
intervention and discipline
programs and services, and
opportunities for students to
continue their education;
• Continuing Education and
Other Programs Grant – for
programs for adults 21 and
over including credit courses
leading to an Ontario
Secondary School Diploma;
this also funds high-credit
day-school programs, summer
school for secondary school
students, Prior Learning
Assessment and Recognition
(PLAR) for mature students,
and International Languages
instruction for elementary
students (often called
“Heritage Languages”);
• Cost Adjustment and Teacher
Qualifications and Experience
Grant – to match school boards’
funding to the benchmark
costs of teachers’ and early
childhood educators’
qualifications and experience,
based on provincial average
salary grids, to match the
difference between the salary
benchmark and the actual
average salary costs of school
board personnel, and to fund
the New Teacher Induction
Program;
• Student Transportation Grant
– for transporting students to
and from school;
• Declining Enrolment
Adjustment – to address the
gap between revenue loss due
to declining enrolment and
boards’ ability to reduce costs;
• School Board Administration
and Governance Grant – for
the cost of trustees, directors
and supervisory officers, and
the central administration of
school boards;
• School Facility Operations and
Renewal Grant – for the operation
and maintenance (lights,
heating, and cleaning) costs,
and repairs and renovations
of schools.
Capital Funding
Capital Priorities
In 2009-10, the Ministry of
Education introduced a Capital
Grant Program designed to
address school building and major
renovation projects at school
boards through a business case
approach. As part of the Capital
Priorities program, boards are
asked to identify major capital
projects that are required within
the next three years. The Ministry
focuses its efforts on helping ensure
that school boards are able to
meet their project completion
timelines, as well as identifying
upcoming accommodation issues.
Boards submit their requests for
Capital Priority funding through
the School Facilities Inventory
System (SFIS).
In the 2013 phase of the Capital
Priorities program, school boards
had the opportunity to identify
and give a priority
ranking for up to
eight projects for
consideration
for Capital
Priorities
approval.
In this
process,
boards
focussed on
their highest
and most urgent
accommodation
priorities dealing
with accommodation
pressures, facility condition and
school consolidations.
Before the Ministry provides
funding for a Capital Priorities
project, school boards are
expected to use their existing
building capacity, proceeds of
disposition of property, and/or
board-designated capital funds to
address their Capital Priorities.
Full-Day Kindergarten
Capital Funding
Full-day kindergarten capital
funding is primarily used to
construct new kindergarten
classrooms through additions
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
or major renovations at schools
without adequate or appropriate
space. Over the period 20102014, school boards were
allocated over $1.45 billion in
capital funding to undertake
classroom additions and retrofits
of existing classrooms. This
funding was allocated to address
school boards’ capital-related
pressures resulting from the
need to accommodate having an
additional 120,000 kindergarten
students attend full-time.
School Consolidation Capital
Under the Ministry’s School
Board Efficiencies and
Modernization (SBEM) initiative,
there is $750 million in capital
funding available for a School
Consolidation Capital (SCC)
program for a four-year period
starting in 2014-15. The Ministry
recognizes that as school boards
engage in effectively and efficiently
managing their excess capacity,
they will, in some instances, need
to adjust their facilities capacity.
This funding is allocated on a
business case basis for new schools,
retrofits and additions that
support school consolidations.
students through renovations
without the need to increase the
building footprint.
The 2014-15 GSNs announcement
included a provision for additional
funding of $250 million to support
the School Condition Improvement
program in each of the 2015-2016
and 2016-17 years.
Amount for Temporary
Accommodation
In 2010-11, a new allocation was
introduced to address the estimated
annual cost of temporary
accommodation which had been
previously included in the boards’
New Pupil Places Grant. This
approach has continued and the
amount allocated in 2014-15 is
$40 million; it is based on a
combination of expected lease
costs reported by boards and a
model of portable need activity.
The funding can be used for portable
moves, leases and purchases, as
well as lease costs for permanent
instructional space and will flow
to boards as they report their
expenses through the Ministry’s
Education Finance Information
System (EFIS). Funding that is not
used will not be carried forward
for future years.
School Condition Improvement
The School Condition Improvement
program addresses school renewal
needs. This funding focuses on
ensuring facilities are in good
condition, energy-efficient, accessible
and that they meet modern service
standards. The funding helps boards
address their school consolidation
needs in cases where an existing
school can accommodate the
Education Development
Charges
An education development charge
is a levy on new construction in a
municipality. A school board may
pass bylaws to collect education
development charges on new real
estate developments within the
board’s jurisdiction when
elementary enrolment exceeds
81
its elementary capacity and
secondary enrolment exceeds
its secondary capacity, or when
a board has an existing education
development charge deficit. The
revenue is to be used solely to
pay for new school sites. The
legislative framework for this
appears under Part IX, Division E
of the Education Act and Ontario
Regulation 20/98 (Education
Development Charges – General).
Reforms to the Funding
Formula
Over the past decade the funding
formula has undergone significant
reform. Improvements have been
shaped and informed by consultations
and discussions with education
stakeholders, which includes
trustees and trustee associations.
Consultations take place in advance
of the release of the annual
regulation that sets out the GSN
for the coming school year.
The projected GSN funding level
of $22.5 billion in 2014-15
represents an increase of over
$8 billion (56%) in operating
funding compared to the 200203 school year. In terms of
student funding this is a per-pupil
increase of $4,223 or 59 per cent.
In addition to improving funding
adequacy, structural changes to
the funding formula have made it
more responsive to student and
board needs. These structural
changes include:
• introducing measures to
support student achievement
and to reduce gaps in
achievement;
82
• moving to a more schoolbased funding formula;
• aligning grants and school
board costs;
• updating grants by using
the most recent available
Census data;
• providing better support for
rural and northern schools;
and
• improving the condition of
school buildings.
Budget Development
A board’s budget must be developed
based on the educational needs of
its students and within the funding
allocation provided by the Ministry
of Education. The board will ensure
that this balanced budget reflects
the board’s vision, is responsive to
the needs of the community and
supports the goals of the board’s
multi-year strategic plan.
The fiscal year for school boards
is September 1 to August 31.
A financial plan or budget is
developed and approved each
year by the board.
The process of budget development
is one of the most crucial tasks
that a school board undertakes
and demonstrates its effectiveness
and transparency as a democratic
institution. Budget development
is a consultative process that allows
staff, school councils, employee
groups, and others in the community
to provide advice on priorities and
potential budget choices. It is also
a public process: boards must
be able to demonstrate to their
communities that they are
accountable in making the best
decisions possible for the students
in their schools.
While developing a balanced budget,
boards must demonstrate that
they have allocated the available
funds effectively throughout the
system. This requires boards to
analyze difficult issues, such as:
significant of them is the
requirement that they adopt
balanced budgets [s. 231]. The
government also sets legislative/
regulatory expectations to do
with budgets in the following
areas:
• class size;
• trustee remuneration;
• which programs/services
to maintain;
• board administration and
governance;
• which programs/services
to enhance;
• special education (restrictions
against spending it elsewhere);
and
• which available funds to
redirect to other programs/
services;
• what transportation policies
and service levels should be;
• where to locate new schools;
• whether to close schools and,
if so, which ones; and
• how to align the catchment
areas for schools (i.e., how
to set school boundaries).
While the Education Act and its
regulations set out a number of
requirements related to how
boards set their budgets, the most
• pupil accommodation
(restrictions against spending
it elsewhere).
The Education Act also gives boards
the authority to invest and borrow
money, but at the same time puts
limits on this authority [sections
241 to 249]. School boards are
expected to actively manage their
cash flow, prudently invest any
excess funds, and ensure that any
arrangements for short- and
long-term financing are made
at competitive rates.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
CHAPTER 9:
Student Achievement
and Well-Being
Curriculum and Programs
84
Like the society it serves, the school system is constantly
evolving. In recent years many changes have been
initiated through the provincial government’s focus on:
supporting improved literacy and numeracy achievement
from kindergarten through Grade 12; closing the gap so
that every student learns, no matter their personal
circumstances; improving student success and graduation
rates in secondary schools; and building public confidence
and support for our publicly funded education system.
Recent research on Strong Districts and Their Leadership
(Dr. Kenneth Leithwood, 2013) supports the premise
that trustees have an essential role in supporting student
achievement and well-being through policy development,
resource alignment and ensuring continued focus on
the needs of children and students.
The following policy and program documents are key
to supporting the work of trustees, school and system
leaders, and teachers in their efforts to ensure that an
Ontario education continues to rank among the best
in the world.
Schools, Kindergarten to Grade 12, 2011 (OS) sets out
the requirements of the Ministry of Education that governs
the policies and programs of all publicly funded
elementary and secondary schools. It is available at:
www.edu.gov.on.ca/eng/document/policy/os/index.html
Creating Pathways to Success (CPS – released
September, 2013) describes a comprehensive education
and career/life planning program for students from
kindergarten to Grade 12. The Education and Career/Life
Planning Program for Elementary and Secondary School
Students (K-12) helps students develop the knowledge
and skills they need to make informed choices for their
education, career and life outside school. Students learn
more about themselves and their opportunities, set goals
and make plans to achieve them. Kindergarten to Grade
6 students record their learning in an “All About Me”
portfolio. Beginning in Grade 7 and onwards, students
record their learning in a web-based Individual
Pathways Plan (IPP). The document is available at:
www.edu.gov.on.ca/eng/document/policy/cps/
CreatingPathwaysSuccess.pdf
Curriculum Review
The 2003/2004 school year saw the beginning of
a comprehensive multi-year curriculum review
cycle. Curriculum review is not a development of a
completely new curriculum, but is intended to ensure
that the curriculum remains current and relevant and
is developmentally appropriate from kindergarten to
grade 12. A number of subject disciplines enter the
review process each year. The review supports students,
educators, schools and boards by identifying targeted
areas that need to be improved and updated; it also
allows lead time for development of related support
materials that may be needed.
Curriculum review and development, implementation,
and evaluation is a team effort. It involves the Ministry
of Education and writing teams of subject-expert educators
from boards throughout the province. The process also
entails research and wide-ranging consultation with
educational, community, and private sector partners.
This cycle of curriculum review is nearing completion
in 2014 and the Ministry will develop plans for the next
phase of the curriculum renewal process. Finalized plans
will be communicated to schools and school boards.
The most recent cycle of curriculum review has enabled
the Ministry, school boards, and schools to consolidate
their ongoing initiatives and other emerging education
policy work. This includes environmental education,
financial literacy, inclusive/equity education, early learning,
and the assessment, evaluation and reporting policy
(including revised student report cards) set out in
Growing Success. (www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf)
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
The Curriculum Council
The Curriculum Council provides
high level strategic policy advice to
the Minister on issues affecting the
elementary and secondary curriculum.
This body was established in 2007.
The Council’s advice is intended to
enhance, not replace, the curriculum
review process. The first major issue
considered by the council was
environmental education. More
recently the issues under consideration
have included the “crowded”
elementary curriculum, financial
literacy education, and ways to
strengthen equity and inclusive
education principles and bullying
prevention strategies.
Full-Day Kindergarten
The Education Act requires that
children be enrolled in a school
program as of six years of age. The
Act also requires boards to offer
full-day kindergarten programs
for four- and five-year-olds. The
implementation of full-day
kindergarten began in 2010 and
has been phased in gradually over
five years with full implementation
across the province achieved by
September, 2014. A majority of
parents – approximately 95 per
cent – send their children to
publicly funded schools for
kindergarten.
The full-day kindergarten program
is staffed by an educator team of a
teacher and an early childhood
educator (ECE). This team is guided
by a curriculum document based
on Ontario’s kindergarten curriculum
as well as research and other early
learning curricula. Through
play-based learning and small
group instruction, children develop
a strong foundation for learning in
all areas, including language and
math, engage in healthy physical
activities and the arts, and develop
socially and emotionally through
interaction with their peers and the
educators who guide them. Through
informal meetings, parent conferences
or written reports, parents receive
regular updates that include
comments on the child’s learning.
The reports also include suggestions
for parents to support their child’s
learning.
85
children and families. As service
system managers, municipalities
manage the provision of child care
services locally. Currently, licensed
child care programs must meet and
maintain specific provincial standards
The draft curriculum document
which was released in the spring of
2010 will be revised to incorporate
findings and knowledge from the
first three years of full-day kindergarten implementation. It is available
at: www.edu.gov.on.ca/eng/
curriculum/elementary/
kindergarten.html
The finalized Kindergarten Program
document will be posted on the
Ministry website when it is ready
for release.
Full-day kindergarten is complemented
by a fee-based before and after school
program for four- and five-year olds
which boards are required to offer
where there is sufficient demand.
These programs can be directly
operated by the school board or
delivered through a third party.
Child Care and Early Years Programs
and Services
The Ontario Early Years Policy
Framework sets out a vision for
a high-quality increasingly
integrated system of child care and
early years programs and services
that are responsive to the needs of
as set out in the Day Nurseries Act
(DNA). These standards provide for
the health, safety and developmental
needs of the children. Many child
care centres and programs serving
younger children are located in
public schools. Child Care and early
years programs are greatly affected
by school policies such as rent and
shared use of space. By working
together, school boards, municipalities, and service providers can
ensure a consistent, high quality
educational experience for children
and their families as they transition
between child care and early years
services and as they enter and
progress through school.
To learn more about child care in
Ontario, please visit: http://www.
edu.gov.on.ca/childcare/index.html
86
Elementary Education
Secondary Education
18 Compulsory Credits
The Ontario Curriculum, Grades 1
to 8, outlines the knowledge and
skills that students must
demonstrate at the end of each
grade in each subject. Curriculum
policy documents from the
Ministry of Education describe the
overall and specific learning
expectations for students in grades
1 to 8 in the following areas (See
note 7 on page 150):
Requirements for the Ontario
Secondary School Diploma
Students are required to complete
diploma requirements as they are
described in Ontario Schools,
Kindergarten to Grade 12, Policy
and Program Requirements, 2011.
• 4 English (1 credit per grade)
In order to be awarded the Ontario
Secondary School Diploma (OSSD),
students are required to:
• 1 Canadian geography
• The Arts
• French (First Language)
• French as a Second Language
• Health and Physical Education
• Mathematics
• Native Languages
• Science and Technology
• Social Studies / History and
Geography
Additionally, the Catholic systems
have policy documents on Religious
Education. (See “Religion in
Catholic Schools” later in this
chapter.)
• complete 30 credits (18
compulsory and 12 optional)
of 110 hours each;
• 1 French as a Second Language
• 3 Mathematics (at least 1 credit
in Grade 11 or 12)
• 2 Science
• 1 Arts
• 1 Canadian history
• 1 Health and physical education
• 0.5 Civics
• 0.5 Career studies
• successfully complete the
Ontario Secondary School
Literacy Test (or the Ontario
Secondary School Literacy
Course) and;
plus:
• complete 40 hours of
community involvement
activities.
° Group 1: English, French as a
Second Language, classical
languages, international
languages, Native languages,
Native studies, Canadian and
world studies, social sciences
and humanities, guidance and
career education, cooperative
education
° Group 2: French as a Second
Language, business studies,
health and physical education,
the arts, and cooperative
education
° Group 3: French as a Second
Language, science (Grade 11
or 12), computer studies,
technological education,
cooperative education.
• 3 additional credits, consisting
of 1 credit from each of the
following groups:
Students who leave school before
earning the OSSD may be granted
the Ontario Secondary School
Certificate, provided that they
have earned the following credits:
• 2 credits in English,
Daily Physical Activity Requirement
School boards must ensure that all
elementary students, including
students with special needs, have a
minimum of twenty minutes of
sustained moderate to vigorous
physical activity each school day
during instructional time. (See
Policy/Program Memorandum 138
(Daily Physical Activity in
Elementary Schools, Grades 1-8)
• 1 credit in Canadian geography
or Canadian history,
Additional information is available
at: www.edu.gov.on.ca/eng/
healthyschools/dpa.html
Compulsory and Optional Credits
Students must earn the following
credits in order to obtain the
Ontario Secondary School Diploma:
• 1 credit in mathematics,
• 1 credit in science,
• 1 credit in health and physical
education,
• 1 credit in the arts or
technological education, and
• 7 credits selected by the student
from available courses.
12 Optional Credits
These are selected from the
courses available in the school’s
course calendar.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
For secondary students in Catholic
schools up to 4 credits in religious
education may be required. This is
determined by board policy.
Organization of Courses
All schools must offer a sufficient
number of courses and appropriate
types of courses to enable students
to meet the diploma requirements.
In Grades 9 and 10, course types
available are academic, applied and
open. Academic courses develop
students’ knowledge and skills
through the study of theory and
abstract problems. Applied programs
focus on the essential concepts of
a subject and develop students’
knowledge and skills through
practical applications and concrete
examples. Open courses, which
comprise a set of expectations that
are appropriate for all students,
are designed to broaden students’
knowledge and skills in subjects
that reflect their interests and
prepare them for active and rewarding
participation in society. Locally
developed compulsory credit courses
in English, mathematics, science,
French as a Second Language and
Canadian history that can be
counted as a compulsory credit in
that discipline are also available
to students in Grades 9 and 10.
Students in Grades 11 and 12 may
choose from five course types or
pathways, four of which may be used
for post-secondary destinations
(apprenticeship training, college,
university, or the workplace) and
a range of open courses across
various disciplines.
Some students may change their
educational goals as they proceed
through secondary school. When
they decide to embark on a new
pathway, they may find that they
have not completed all of the
prerequisite courses they need.
Schools must make provisions to
allow students to change pathways
and must describe these provisions
in their school’s program/course
calendar.
Student Success/Learning to
18 Strategy
Ontario’s Student Success Strategy
first described in the document
Reach Every Student was reinforced
and further defined in the 2008
issue subtitled Energizing Ontario
Education. (http://www.edu.gov.
on.ca/eng/document/energize/
energize.pdf ) The strategy is based
on the belief that every student
deserves a good outcome from his
or her education and that the
outcome should:
• be the best fit possible with
each student’s potential;
• instill willingness and capacity
for further learning; and
• have a core of common
knowledge, skills and values.
Reach Every Student is based on the
government’s three core priorities
for education:
1. high levels of achievement
2. reducing gaps in student
achievement
3. increasing public confidence
in education
In April 2014, the Ministry of Education
released Achieving Excellence: A
renewed vision for Education in
Ontario (www.edu.gov.on.ca/eng/
87
about/renewedVision.pdf ) Building
on the three core priorities, the
renewed goals for education are:
1. Achieving Excellence
2. Ensuring Equity
3. Promoting Well-being
4. Enhancing Public Confidence
This vision will require a review of
a number of Ministry curriculum
program policy documents including
Growing Success (see p. 91).
Emphasizing the goal of “promoting
well-being” is significant and aligns
with the expectation that trustees
are responsible for both student
achievement and student well-being
as stipulated in the Student
Achievement and School Board
Governance Act, 2009
Student Success strategies include
relevant and innovative programs
designed to address the wide variety
of individual learning needs and
prepare students for the postsecondary pathway of their choice:
apprenticeship training, college,
university, or the workplace.
• Specialist High Skills Major
(SHSM) is a ministry-approved
specialized program that allows
students to focus their learning
on a specific economic sector
while meeting the requirements for the Ontario Secondary
School Diploma (OSSD) and
assists in their transition from
secondary school to apprenticeship training, college, university,
or the workplace. http://www.
edu.gov.on.ca/morestudent
success/shsm.asp
• Expansion of Cooperative
Education allows more
88
students, including adult students
to earn secondary school credits
while completing a work
placement in the community.
This program helps students
make connections between
school and work and to try
out a career of interest before
finalizing plans for postsecondary education, training
or employment. Schools and
boards have been expanding
their co-op programs to meet
the increased demand for these
opportunities from students
and their parents. www.edu.gov.
on.ca/eng/teachers/student
success/expansion.html
readiness of the individual
learner. Incorporating a
differentiated approach
enables teachers to provide the
appropriate levels of challenge
and support to increase student
engagement and achievement.
The professional learning
strategy places differentiation
within a framework of effective
instruction that includes
assessment and evaluation
practices, instructional strategies,
a positive and nurturing
learning environment, and an
engaging program based on key
•D
ual Credit programs allow
students who are not achieving
at their potential and are
becoming disengaged to
participate in postsecondary
courses and apprenticeship
training. With these options
they can earn credits that
count towards their Ontario
Secondary School Diploma
(OSSD) and their postsecondary
diploma, degree or apprenticeship certification. These programs
are designed to attract and
retain senior students who face
the greatest challenges in
graduating.
• The Student Success Team is an
initiative in every secondary
school and is comprised of the
principal, a student success
teacher and other teachers in
areas such as guidance and
special education, as well as
support staff. This team provides
support to all students to ensure
successful completion of their
diploma requirements. In addition,
special attention is provided to
students whose profile including
academic performance has
indicated that they may be
“at risk” of not graduating.
• The Differentiated Instruction
Professional Learning Strategy
is intended to build the
instructional knowledge and
skills of Grades 7-12 educators
to meet the diverse needs of all
students. Differentiated
Instruction (DI) is effective
instruction that is responsive
to the unique learning
preferences, interests and
expectations as outlined in the
Ontario curriculum.
• The Student Success Leader
(SSL) works regionally with
other SSLs and with Ministry
staff to support Student Success
initiatives and strategies,
facilitates networking, and
assists in maintaining the
board’s focus on the province’s
core priorities for education.
The SSL reports directly to the
Director of Education.
• A Student Success Teacher is
appointed in every secondary
school to provide direct support
for students and to coordinate
the school’s Student Success
initiatives.
• Transition is a strategy focused
on “Being, Belonging and
Becoming” aimed at providing
protective supports at the school
level to ensure a smooth
educational transition for
students. Intervention and
prevention approaches include:
individualized schedules, a
caring adult, and cross panel
(elementary to secondary)
support that incorporates
tracking and monitoring. The
intent of this strategy is to:
° Support the individual needs
of students as they move
from elementary school to
secondary school, especially
those students who may be at
risk of leaving school before
graduation;
° Assist secondary schools in
creating a welcoming and
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
caring environment for all
students, with particular
attention to those students
new to the school, New
Canadians, English Language
Learners, First Nation, Métis
and Inuit learners, and
students transitioning from
grade to grade, school to
school, and program to
program.
• The Education and Career/Life
Planning program, which
includes the use of the
Individual Pathways Plan (IPP),
involves preparing students for
key transitions including the
transition from elementary to
secondary school and from
secondary school to their initial
postsecondary destination.
•S
tudent Voice Initiative
provides opportunities for
students to be partners in
decisions impacting their
educational experience.
Students are encouraged to
become more engaged in
their learning through:
° student led SpeakUp Projects
to help improve their learning
community;
° regional Student Forums and
Students as Researchers teams
that empower students to
examine issues related to
student engagement and
achievement; and
° the Minister’s Student
Advisory Council (MSAC), a
group of students appointed
annually to provide advice on
policy and practice to the
Minister of Education.
I n Grade 8 students record
evidence of their learning in the
education and career/life
planning program which
supports their secondary school
course selections, setting goals
for community involvement,
and identifying areas of interest
for extracurricular activities and
leadership opportunities.
Grade 10 students record in
their IPP their initial postsecondary destination, their
postsecondary goals or plans, a
detailed plan, with appropriate
strategies to complete the
courses and experiences
required to achieve their goals.
• Re-Engagement (12 & 12+)
provides funding for boards to
temporarily hire or to provide
release time for staff, to contact
and mentor those students who
are able to graduate within the
year but who are not enrolled in
school, or are not attending
school.
Literacy and Numeracy
Strategy – K-12
The Ontario government identifies
literacy and numeracy skills as one
of its key educational priorities. The
government believes that every
student in the province should be
able to read, write, do math and
89
comprehend at a high level.
The government’s Literacy and
Numeracy Strategy spans
Kindergarten through Grade 12.
It includes a focus on teacher and
leadership, professional learning,
research and evaluation, and
investing in new resources, strategies
and supports. The government set a
target to have 75 per cent of Grades
3 and 6 students reach the provincial
standard (equivalent to a B grade)
on province-wide reading, writing
and math assessments, and a target
of 85 per cent in secondary school
graduation rates.
The Literacy and Numeracy Strategy
involves a variety of approaches
including:
• Building capacity in partnership
with district school boards to
support student learning and
achievement;
• Allocating resources to support
goal setting and improvement
plans;
• Engaging in research and
evidence-based inquiry and
decision-making and modelling
this commitment across the
education system; and
• Engaging at a national and
international level to learn
from and contribute to the
knowledge base about how to
improve literacy and numeracy
achievement.
The following components are
essential elements of student
achievement (K-12) and are aligned
with the school board’s strategic
plan:
• The Board Improvement Plan
for Student Achievement
(BIPSA) process supports
90
improved learning and wellbeing for all students. BIPSA is
an annual operational plan that
sets out the steps that will be
taken toward achieving the
Board’s multi-year strategic
direction for student achievement.
It is based on the analysis of
a comprehensive needs
assessment which is informed
by School Improvement Plans
and School Effectiveness
Processes. The BIPSA process
supports a culture of reflective
practice (thinking and doing) –
a systematic change that is based
on a relationship of openness
and trust. This process includes:
° Decisions/actions informed
by evidence from practice,
research and assessment of
student need
° Collaborative inquiry used
to continually refine
instructional leadership
practice
° Goals and processes that reflect
greater coherence
° Analysis of student data to
inform evaluation and
ongoing revision.
The ultimate goal of the Board
Improvement Plan is a successful
outcome for every student. A
foundational expectation is that
every student, educator, school
and board can learn and achieve
success.
• The School Effectiveness
Framework (SEF K-12)
supports educators in their
ongoing pursuit of improved
student achievement and
well-being. It offers a selfassessment planning tool for
school teams and serves to:
° help educators identify areas
of strength, areas requiring
improvement and next steps.
° act as a catalyst for shared
instructional leadership
focussed on high levels of
student learning and
achievement.
° promote inquiry focused on
student learning, achievement
and well-being that informs
goals and effective teaching
and learning practices/strategies.
° support educators in
determining explicit,
intentional and precise
planning decisions which
contribute to continuous
improvement in student
learning, achievement and
well-being.
° maintain communication
with stakeholders to foster
increased public confidence
in school effectiveness
The purpose of a Board Improvement
Plan for Student Achievement is to:
• Set specific student achievement
goals on an annual basis
• Improve achievement for each
student in the Board
• Provide a tracking and
monitoring plan for improving
student achievement
• Provide an evaluation of the
Board’s progress in meeting
their goals.
° build coherence in and across
schools and school boards.
Students are the central focus of the
School Effectiveness Framework
and high expectations for their
learning and well-being are
paramount. It identifies practices
that aim to reach every student and
remove discriminatory biases and
systemic barriers. It enables school
teams to integrate ministry
initiatives and policies to enhance
growth in student achievement,
engagement and well-being. The
framework provides a focus for
the work of the system and school
leadership groups to share and
develop processes for collaborative
goal setting, distributed leadership
and shared accountability within
school improvement teams. For the
purposes of evaluating this strategy,
school districts are asked to provide
evidence of the impact of this work
on system improvement and school
improvement efforts.
• The K-12 System Implementation
and Monitoring (SIM K-12)
team is identified by each school
board to support the work of
School Improvement Teams as
they work within networks of
schools to improve instructional
effectiveness and pedagogy and
to further develop instructional
leadership. The teams commit
to implementing the Board
Improvement Plan thus
connecting the work of the
board as a whole with all
schools and classrooms. This
work develops capacity to:
° observe, describe and analyze
student work
° set specific goals and targets
for student learning
° plan and implement specific
teaching and learning strategies
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
° monitor student achievement
results and adjust strategies
as needed
° support the professional
learning required to raise
achievement
° align resources to meet
achievement goals
° engage students and parents
in school improvement
•C
ollaborative Inquiry Initiatives:
Teacher collaborative inquiry
into instructional and assessment
practice is the foundation of
many of the initiatives funded
by the Student Achievement
Division and is key to improvements in literacy and numeracy.
Through professional collaborative
inquiry, teacher teams determine
an area of study related to the
needs of their students and may
co-plan, co-teach, and co-assess
to gain deep understanding of
how to support their students.
Principals, district-level leaders
and experts in subject-specific
curriculum content, differentiated instruction, assessment
and evaluation may also
participate as learners in these
inquiries. The process allows
teachers to focus instructional
practice on improving student
achievement through targeted
teaching strategies based on
student needs. The implementation of a professional learning
cycle as a means of job-embedded
learning builds capacity for
teachers and leaders that is
focused on classroom
instruction and assessment.
Student Assessment and
Report Cards
The primary purpose of assessment
and evaluation is to improve
student learning. The Growing
Success (2010) document contains
the policies and practices that
describe assessment, evaluation
and reporting in Ontario schools.
(http://www.edu.gov.on.ca/eng/
policyfunding/growSuccess.pdf )
This document supersedes all prior
Ministry documents on assessment
and evaluation. An exception is the
achievement charts that are contained
within current Ontario curriculum
documents; these remain in effect.
Growing Success has identified
seven fundamental principles. To
ensure that assessment, evaluation,
and reporting are valid and reliable,
and that they lead to the improvement of learning for all students,
teachers use practices and
procedures that:
• are fair, transparent and
equitable for all students;
• support all students, including
those with special education
needs, those who are learning
the language of instruction
(English or French), and those
who are First Nation, Métis, or
Inuit;
• are carefully planned to relate
to the curriculum expectations
and learning goals and, as much
as possible, to the interests,
learning styles and preferences,
needs and experiences of all
students;
• are communicated clearly to
students and parents at the
91
beginning of the school year or
course and at other appropriate
points throughout the school
year or course;
• are ongoing, varied in nature,
and administered over a period
of time to provide multiple
opportunities for students to
demonstrate the full range of
their learning;
• provide ongoing descriptive
feedback that is clear, specific,
meaningful and timely to
support improved learning
and achievement;
• develop students’ self-assessment
skills to enable them to assess
their own learning, set specific
goals and plan next steps for
their learning.
The achievement charts in the
provincial curriculum are used to
evaluate how well students are
achieving in relation to the overall
curriculum expectations and these
areas of achievement are reported
on regularly. Standards of
achievement are defined for each
subject at four levels for four
categories of learning: knowledge
and understanding, thinking and
investigation, communication,
and application. In addition, the
elementary progress report card
and elementary and secondary
provincial report cards provide a
record of the learning skills and
work habits demonstrated by
students in the following six
categories: responsibility,
organization, independent
work, collaboration, initiative
and self-regulation.
92
The achievement of elementary
students is assessed regularly by
teachers and a report is sent home
to parents three times a year. This
takes the form of an elementary
progress report card between
October 20 and November 20
followed by one provincial report
card between January 20 and
February 20 and a final report card
towards the end of June of each
school year. For grades 1 to 6, teachers
report student achievement using
letter grades; for grades 7-8,
teachers report by assigning
percentage grades (0% - 100%).
The achievement of secondary
students is also assessed regularly
by teachers and a report is sent
home to parents three times a year
for non-semestered schools and
twice per semester for semestered
schools. Teachers indicate on the
report card the level at which the
student is achieving for each course
by assigning percentage grades
(0% - 100%).
In both the elementary and
secondary panels a specifically
designed standardized provincial
report card is used for Grades 1 to 6,
Grades 7 and 8 and Grades 9 to 12
and can be customized only in
specific sections for school boards.
There is also a version for use in
Catholic schools that includes a
section called Religious and Family
Life Education.
The Growing Success document
contains the requirements for
assessment and reporting practices
that are to be reflected in school
board policies and practices. In
addition boards should use the
Equity and Inclusive Education
Strategy to guide policy reviews to
ensure that practices are free of
systemic bias related to how
students’ work is assessed and
evaluated.
Province-Wide Testing
In 1995, the province created
the Education Quality and
Accountability Office (EQAO),
an arms-length agency responsible
for increasing accountability and
promoting improvement in Ontario’s
education system. EQAO’s mandate
is to “enhance the quality and
accountability of the education
system in Ontario and to work with
the education community. This is
achieved through student assessments
that produce objective, reliable
information, through the public
release of this information and
through the profiling of the value
and use of EQAO data across the
province.”
EQAO develops, conducts and
marks province-wide tests for all
students in grades 3, 6, 9 as well
as the Ontario Secondary School
Literacy Test (OSSLT) which is
administered in Grade 10. EQAO
reports the test results in two ways:
• individual student results, and
• school-wide, board-wide, and
province-wide results, which
are shared openly with the
public to promote accountability in the education system.
These test results, along with other
assessment tools used locally, help
the school and the board to review
the effectiveness of their programs
and set priorities for the future.
Boards are required to assess their
test results and to implement
measures to support the improvement of student achievement.
School boards are required to
consult with school councils in the
development of board action plans
for improvement based on the
EQAO test results. Principals are
also required to consult with the
school council in the development
of school action plans for
improvement based on the
EQAO test results.
There is an accommodation policy
for students with special education
needs.
Teachers and administrators
receive training support from the
EQAO, along with a package of
sample performance tasks. Samples
and supporting information are
also available on the EQAO website
at www.EQAO.com. Information
for parents and students is also
available on the website.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
The EQAO individual school and
board results are used to inform
board-wide and school-based
planning and practices in order to
maximize the opportunities for
success for all students.
EQAO Testing in Elementary Schools
The Grade 3 and Grade 6
Assessments of Reading, Writing
and Mathematics are based on the
reading, writing and mathematics
expectations in the Ontario
Curriculum, Grades 1-8. These
assessments provide both
individual, school and system data
on students’ achievement. The
EQAO assessments require each
student to demonstrate his/her
skills and knowledge of reading,
writing and math.
The tests are administered in the
late spring and school boards
receive the system results for each
year’s elementary school
assessments in August/September.
Parents receive individual reports
on their child’s achievement in
September/October.
EQAO Testing in Secondary Schools
In cooperation with EQAO, school
boards administer two annual tests
to secondary students:
• The Grade 9 Assessment of
Mathematics is an assessment
designed to measure student
achievement of grade 9
mathematics expectations for
the applied and academic
courses. It provides valuable
data for student improvement
and program implementation.
Teachers have the option of
including the marks with
students’ report card grades.
The testing is conducted in
January for students enrolled in
a first-semester course, and near
year-end for students studying
in a full-year course or secondsemester course.
•T
he Ontario Secondary School
Literacy Test (OSSLT), written in
grade 10, is designed to assess
the reading and writing skills
that students are expected to
have learned across all subjects
by the end of grade 9, as outlined
in the Ontario Curriculum.
Students are assigned a pass or
fail rating, not a score. Those
who pass receive notification of
93
success only. Those who fail
receive a performance profile to
guide their remedial work. The
OSSLT is the standard method
for students to obtain the
graduation literacy requirement
for the Ontario Secondary School
Diploma (OSSD). All schools
must provide students who fail
the OSSLT with opportunities
to receive remedial help and to
repeat the test. Students who
are unsuccessful may choose
to take the grade 11 Literacy
course as a form of remedial
follow-up. Students who fail
the test may also enroll in the
Ontario Secondary School
Literacy Course (OSSLC).
Students who pass the OSSLC
will have met the graduation
requirement. The OSSLC is a
full credit course.
National and International
Tests
Ontario also participates in several
national and international standardized tests. These tests are administered
to random samples of students and
the results provide an indication of
the strengths and weaknesses of
Ontario’s education system when
compared with many other
jurisdictions around the world
and across Canada.
• There are various International
tests, such as the Trends
International Mathematics and
Science Study (TIMSS) and the
Progress in International
Reading Literacy Study (PIRLS);
these are conducted through
the International Association for
the Evaluation of Educational
94
Achievement (IEA). The
Programme for International
Student Assessment (PISA) test
is conducted by the
Organization for Economic
Cooperation and Development
(OECD).
• The Pan-Canadian Assessment
Program (PCAP) conducted
through the Council of Ministers
of Education, Canada (CMEC)
tests random samples of
students in reading, mathematics
and science. It was administered
for the first time in 2007 and
replaced the previous Canadawide School Achievement
Indicators Program (SAIP).
Equity and Inclusive Education
Strategy
The 2012 report of the
Organization for Economic
Cooperation and Development
(OECD) on Equity and Quality in
Education: Supporting Disadvantaged
Students and Schools (http://dx.doi.
org/10.1787 /9789264130852-en)
indicates that “the highest performing
education systems across OECD
countries are those that combine
quality with equity. Equity in
education means that personal or
social circumstances such as gender,
ethnic origin or family background,
are not obstacles to achieving
educational potential (fairness) and
that that all individuals reach at
least a basic minimum level of skills
(inclusion). In these education
systems, the vast majority of students
have the opportunity to attain high
level skills, regardless of their own
personal and socio-economic
circumstances.”
Students who feel welcome and
connected to school stay engaged
and are more likely to succeed. In
an increasingly diverse Ontario, this
means fostering positive learning
environments that support all
students to feel respected and
included, and in which they see
themselves reflected. Research and
experience also tell us that student
achievement will improve when
barriers that limit a student’s
prospects for learning, growing and
fully contributing to society are
identified and removed.
Ontario’s Equity and Inclusive
Education Strategy aims to help the
education community identify and
remove discriminatory biases and
systemic barriers in order to
support student achievement and
well-being. In particular, it seeks to
close achievement gaps and aims to
support students who may be at
risk of not succeeding. Factors such
as race, gender and socio-economic
status should not prevent students
from reaching their full potential.
By helping to create the conditions
needed for student success, the
strategy sets out a vision where
every student is supported and
inspired to succeed in a culture of
high expectations for learning:
“The strategy recognizes our
province’s growing diversity as a
strength. It aims to promote inclusive
education, as well as to understand,
identify, and eliminate the biases,
barriers, and power dynamics that
limit our students’ prospects for
learning, growing, and fully
contributing to society….Systemic
barriers may be related to the
following dimensions of diversity
and/or their intersection: ancestry,
culture, ethnicity, gender, gender
identity, language, physical ability,
intellectual ability, race, religion, sex,
sexual orientation, socio-economic
status, and others. Our equity and
inclusive education strategy reaffirms
the values of fairness, equity, and
respect as essential principles of our
publicly funded education system.”
(Ontario’s Equity and Inclusive
Education Strategy, 2009)
Parent and community engagement, and character development
are essential components of the
strategy. Student achievement
improves when parents play an
active role in their children’s
learning. Good schools become
even better schools when parents
are involved. Character development forms the basis of our
relationships and of responsible
citizenship. The strategy supports
a foundation for excellence and
equity in education and school
communities that are respectful,
safe, caring and inclusive.
In accordance with the Education
Act, school boards are required to
develop and implement an equity
and inclusive education policy.
School boards are also required to
have a religious accommodation
guideline in place.
At the Ministry level, revised
curriculum policy documents
include a section on equity and
inclusive education and how it
relates to the particular subject;
curriculum is checked for bias and
for how it represents principles of
equity and inclusive education.
Achieving an equitable and inclusive
education system requires a whole-
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
school approach with everyone
– trustees and school and system
leaders, parents, students, teachers,
and the community – working
together to support the
achievement and well-being of
all students.
First Nation, Métis, and Inuit
Education
The Ontario First Nation, Métis and
Inuit Education Policy Framework
provides the strategic policy context
within which the Ministry of
Education, school boards, and
schools work together to support
success for Aboriginal students. The
Framework clarifies the roles and
relationships among the ministry,
school boards, and provincially
funded elementary and secondary
schools in supporting First Nation,
Métis and Inuit students to achieve
their educational goals. Aboriginal
education is a key priority for the
ministry and there is a strong focus
on reaching two primary objectives
by the year 2016 – to improve
achievement among First Nation,
Métis and Inuit students and to
close the achievement gap between
Aboriginal students and all
students.
The vision for the Framework states:
“First Nation, Métis and Inuit students
in Ontario will have the knowledge,
skills, and confidence they need to
successfully complete their elementary
and secondary education in order to
pursue postsecondary education or
training and/or to enter the workforce.
They will have the traditional and
contemporary knowledge, skills, and
attitudes required to be socially
contributive, politically active, and
economically prosperous citizens of
the world. All students in Ontario will
have the knowledge and appreciation
of contemporary and traditional First
Nation, Métis and Inuit traditions,
cultures, and perspectives.”
The introduction to the Framework
states that: “It is essential that First
Nation, Métis, and Inuit students are
engaged and feel welcome in school,
and that they see themselves and
their cultures in the curriculum and
the school community.” It calls for
increased awareness and knowledge
among teachers and other board
staff with regard to learning styles
of Aboriginal students, and an
understanding within schools and
school boards of First Nation, Métis,
and Inuit cultures, histories, and
perspectives.
Since it was released in 2007,
intensive and successful efforts,
supported by Ministry funding,
have been made in school boards
across the province to move towards
realization of the objectives of the
policy framework. Targeted supports
for students and educators have
been enhanced through collaborative
initiatives. Knowledge and awareness
of First Nation, Métis and Inuit
cultures, histories, traditions, and
perspectives have increased
throughout Ontario schools.
Progress reports on the Ontario
First Nation, Métis and Inuit
Education Policy Framework are
issued every three years. In March,
2014 the ministry released an
implementation plan that identifies
strategies and actions to support
ministry and school board
implementation of the Framework
for 2013 through 2016.
95
Voluntary, confidential Aboriginal
student self-identification within
the provincially funded school
system also continues to be a key
priority. The implementation plan
identified the need to continue
efforts to enhance the analysis, use,
and sharing of self-identification
data to track Aboriginal student
achievement, develop strategies
that build on successes achieved,
and identify effective practices to
reduce achievement gaps.
School boards and the ministry
continue to recognize the
importance of meaningful
collaboration with First Nation,
Métis and Inuit partners in the
shared goal of improving student
achievement and well-being First
Nation, Métis and Inuit learners.
The First Nations, Métis and Inuit
Education Supplement
Ontario’s Grants for Student Needs
includes the First Nations, Métis
and Inuit Education Supplement
to support programs designed for
Aboriginal students and to enhance
the knowledge and awareness of
First Nation, Métis and Inuit histories,
cultures, traditions and perspectives
for all students.
The First Nations, Métis and Inuit
Education Supplement has three
components:
NATIVE LANGUAGES ALLOCATION
• This allocation supports the
elementary and secondary
Native Language programs.
For the elementary panel, the
funding is based on the number
of pupils enrolled and the
average daily length of the
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program offered in any of the
seven Native Languages in the
Ontario curriculum. For the
secondary panel, the funding is
established according to credits.
NATIVE STUDIES ALLOCATION
• This funding is for Native
Studies courses for secondary
students and is based on an
allocation per-pupil credit.
PER-PUPIL AMOUNT ALLOCATION
• The formula for this allocation
uses an estimated percentage
of First Nation, Métis, and Inuit
population in a board based on
2006 Census data. A weighting
factor is applied to direct more
funding to boards with a higher
estimated proportion of First
Nations, Métis, and Inuit
students.
Annual funding is also provided
outside the GSN to support the
implementation of the Ontario First
Nation, Métis, and Inuit Education
Policy Framework.
This investment will support
boards as they implement strategies
and actions identified in the Ontario
First Nation, Métis and Inuit Education
Policy Framework Implementation
Plan (2014).
Religion in Public Schools
The ministry supports the inclusion
of multi-faith content in the public
elementary and secondary school
curriculum for educational
purposes. District school boards can
provide programs in elementary
schools in which religion is the
focus for up to 60 minutes of
instructional time per week. The
ministry’s resource guide, Educating
About Religion in Ontario Public
Elementary Schools, suggests that
the process for developing courses
should include consultation with
teachers, students, parents and
guardians, and other community
members; boards are also
encouraged to form advisory
committees. Students in secondary
schools can currently earn credits
by completing world religion
courses developed using the Grade
11 and 12 social sciences and
humanities curriculum policy
document.
Public schools may not indoctrinate
students in or give primacy to any
particular religion. The Ontario
Court of Appeal ruled in 1988 that
opening and closing exercises in
public schools that give primacy to
a particular faith are unconstitutional.
The same court ruled two years
later that indoctrination in any one
religion in public schools is also
unconstitutional.
In 1996, the Supreme Court of
Canada made a ruling that religious
alternative schools are not
constitutionally entitled to grants
through the publicly funded
system.
Religion in Catholic Schools
Catholic district school boards are
responsible for:
• developing their own Religious
Education and Family Life
Education programs;
• infusing Catholicity across the
curriculum; and
• developing the faith of their
students.
It is important to understand
these concepts and the differences
among them.
Religious Education
Religious Education refers to the
more formal academic study of
religion. It is organized into courses
of study appropriate to the student’s
age and maturity. Like other school
subjects, it is open to teaching
methodologies that range from the
experiential and child-centred to
more teacher-centred approaches.
It encompasses subject matter such
as gospel studies, liturgy, Church
history, and the culture and heritage
of Catholicism. Students in Catholic
schools must take Religious Education
courses. Up to four of these courses
may be used to meet the credit
requirements for the Ontario
Secondary School Diploma (OSSD).
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
Family Life Education
Students in Catholic schools also
receive education in family life.
Ethics, sex education, marriage, the
role of the Christian family in the
modern world, and the social
teachings of the Catholic Church
are the central issues addressed in
family life education.
Catholicity Across the Curriculum
Central to the concept of Catholic
education is the conviction that all
subjects and disciplines provide
constant opportunities for learning
about faith and its meaning in
contemporary society. The essence
of Catholic education is found not
only in distinct subjects such as
Religion and Family Life but also
in the total learning environment
which creates a community that
passes on the values and virtues
of the Catholic tradition.
Faith Development
Faith development relates to the
Catholic community’s approach
to life. It focuses on issues of
commitment, value judgement,
and interaction among people.
In experiencing the interaction
between the school and the
broader community, students see
the expectations of Catholic social
teaching in action.
Positive School Climate
In recent years there have been a
number of legislative changes and
Ministry policy memoranda which
stipulated requirements for school
boards to review and implement
policies and procedures to create
positive school climates for learning
and working for students and staff.
The research identifies a very clear
link between student achievement
and school climate where students
and staff are feeling included, valued,
respected and safe.
Programs and activities integrated
within the Ontario curriculum and
integral to the fabric of a school are
essential in a prevention and
intervention strategy approach to
support students in developing
positive behaviours. Some examples
of these programs are character
development, anti-bullying, positive
space, mentorship and peer
leadership.
See Chapter 6: Legal Responsibilities
and Liabilities for more on school
boards’ obligations in this area. For
more information on the ministry’s
policy directives, see: Bullying
Prevention and Intervention (PPM
144) http://www.edu.gov.on.ca/
extra/eng/ppm/144.pdf
Progressive Discipline and Promoting
Positive Student Behaviour (PPM145)
http://www.edu.gov.on.ca/extra/
eng/ppm/145.pdf
Special Education
Every school board is required by
the Education Act to provide special
education programs and services
for its exceptional students. An
exceptional student is defined in
the Act as “a pupil whose
97
behavioural, communication,
intellectual, physical or multiple
exceptionalities are such that he
or she is considered to need a
placement in a special education
program by a committee …of the
board.”
A school board must detail, in its
Special Education Report (referred
to in Regulation 306 as the Special
Education Plan), how the school
board will meet the special
education needs of students with
exceptionalities. The programs or
services required to facilitate learning
by a student with exceptionalities
will vary depending on the strengths
and needs of the student. Each
school board determines the range
of special education programs and
services required to meet the needs
of its students with exceptionalities,
and, as set out in Regulation 306
(Special Education Programs and
Services), must describe these in its
Special Education Report. Each
school board’s Special Education
Report must be current at the
beginning of each school year and
must be available at the school
board’s office for review by the
public. A school board may provide
its own special education programs
and services, or it may purchase
them from another school board.
Special Education Advisory
Committee
Every school board must have
a Special Education Advisory
Committee (SEAC) that monitors
the board’s special education
programs, services, and plans.
Details of this requirement are set
out in Ontario Regulation 464/97,
made under the Education Act.
98
The SEAC is composed of representatives of local associations, members
of the school board, and, in specific
cases, other members of the
community. (See note 8 on page
150) Each local association that
meets the criteria should be invited
to participate in the SEAC, up to a
maximum of 12 representatives.
A new SEAC is formed every four
years following the election of the
board of trustees.
The board must appoint three
trustees or 25 per cent of the total
number of trustees on the board
(rounded down) whichever is fewer.
Where the regulations require a
school board to have one or more
First Nation representatives, its
SEAC must also have one or two
First Nation members to represent
the interests of First Nation students.
The SEAC must meet at least ten
times in each school year. It is
mandated to make recommendations for establishing, developing,
and delivering special education
programs offered by the school
board. The board must give the
SEAC an opportunity to be heard
before making any decisions on
SEAC recommendations. Further,
the board must ensure that the
SEAC has an opportunity to
participate in the review of the
board’s Special Education Report,
and be consulted on the Board
Improvement Plan for Student
Achievement (BIP) process. The
SEAC also has the opportunity to
review the board’s annual budget
process, and financial statements.
More information is available at:
http://www.edu.gov.on.ca/eng/
general/elemsec/speced/seac/
Identification and Placement of
Students with Exceptionalities
The identification and placement
of students with exceptionalities is
governed by Ontario Regulation
181/98. Students with exceptionalities are identified by special
education Identification, Placement
and Review Committees (IPRCs).
Every school board must establish
at least one IPRC. Each IPRC must
be made up of at least three
individuals and at least one of these
must be a principal or a supervisory
officer. Trustees may not be IPRC
members.
The IPRC is mandated to collect
information about a student who
has been referred to the committee.
This information must include an
educational assessment and may
also include a psychological
assessment and/or a medical
assessment if these are deemed
appropriate by the committee and
if the parents (and the student, if
16 or over) approve. The parents
and the student (if 16 or over) have
the right to participate in all IPRC
discussions about the student, be
present when the IPRC makes its
decision, and bring an advocate to
help them.
The IPRC’s written decision must
indicate the following:
• whether the student has been
identified as exceptional and, if
so, the categories and definitions
of any exceptionalities;
• a description of the student’s
strengths and needs;
• the placement decision; and
• any recommendations
regarding special education
services and programs.
The needs of the vast majority of
students with exceptionalities can
be addressed in a regular classroom
with the help of instructional,
environmental, and/or assessment
accommodations or some curriculum
modification or both. Ontario
Regulation 181/98 states that
before considering the option of
placement in a special education
class, an IPRC must first consider
whether placement in a regular
class, with appropriate special
education services, would meet the
student’s needs and be consistent
with parental preferences. Placement
options that may be considered
include: regular classroom with
indirect support, regular classroom
with resource assistance, regular
classroom with withdrawal
assistance, special education class
with partial integration, and special
education class full time. If the IPRC
has decided that the student should
be placed in a special education
class, the decision must state the
reasons.
In some instances, a student may
need to attend a provincial school
for the deaf, blind, or deafblind, or
a provincial demonstration school
for students with severe learning
disabilities.
The identification and placement of
a student who has been identified
and placed by an IPRC must be
reviewed at least annually by the
IPRC, although parents may provide
a written statement to waive the
IPRC review. Also, the IPRC must
review the placement if the parents
make this request to the school
principal any time after the
placement has been in effect for
three months.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
Parents who disagree with the
IPRC’s decision may:
• within 15 days of receiving
notice of the decision, request
a follow-up meeting with the
IPRC to discuss the decision, or
• within 30 days of receiving
notice of the decision, file a
notice of appeal with the Special
Education Appeal Board.
Parents who remain dissatisfied
after the follow-up meeting may
also, within 15 days of receiving
notice of the reviewed decision, file
a notice of appeal. Many parents
may agree to a resolution of the
dispute through mediation before
proceeding with an appeal.
The special education placement
decision may be implemented if
one of the following applies:
• the parent has consented in
writing;
• the parent has failed to initiate
the appeal process within the
specified time period following
the IPRC decision or the Special
Education Appeal Board
process;
• the parent has appealed to the
Special Education Tribunal but
subsequently abandoned the
appeal; or
• the Special Education Tribunal
has directed the board to place
the student.
Pending an IPRC meeting and
decision, a student is entitled to
an appropriate education program.
This program must be appropriate
to the student’s apparent strengths
and needs, must include education
services to meet the student’s
apparent needs, and must be in a
regular class if this meets the
student’s needs and is consistent
with the preferences of the parents.
The broad categories of
exceptionalities set out in the
Education Act [ss1(1)] (Behaviour,
Communication, Intellectual,
Physical and Multiple) are designed
to address the wide range of
conditions that may affect a
student’s ability to learn. They do
not exclude any medical condition,
whether diagnosed or not, that can
lead to particular types of learning
difficulties. All students with
demonstrable learning-based
needs are entitled to appropriate
accommodations in the form of
special education programs and
services, including classroombased accommodations. The
determining factor for the provision
of special education programs or
services is not any specific diagnosed
or undiagnosed medical condition,
but rather the needs of the individual
students based on the individual
assessment of strengths and needs.
Special Education Appeal Board
The board must establish a special
education appeal board (SEAB) if it
receives a notice of appeal. Each
SEAB has the following members,
who must not have had any prior
involvement with the case:
• a person nominated by the
school board who must not be
an employee of the board or
the Ministry of Education; the
person does not need to be a
supervisory officer;
• a person nominated by the
parent or student; and
99
• a chair selected jointly by the
two members.
If the nominees are unable to agree
on a chair, the appointment is made
by the ministry’s regional manager.
The SEAB will convene a meeting or
meetings with representatives of
the school board, the parents and
any other person who, in the
opinion of the SEAB chair, may be
able to contribute information on
the matters under appeal.
The SEAB has two options: it
may agree with the IPRC and
recommend to the school board
the implementation of the IPRC’s
decision; or, it may disagree with
the IPRC and make an alternative
recommendation concerning
identification and/or placement.
The recommendation must be
forwarded to the board within 3
days of the end of the meeting. The
board must, within 30 days, decide
on the action it will take and inform
the parent of its decision. The
notice to the parent must explain
the parent’s further right to appeal
to the Ontario Special Education
(English or French) Tribunal.
Special Education Tribunal
Following receipt of the notice of
decision by the school board, a
parent who disagrees with the
board’s decision may appeal to the
Special Education Tribunal (SET),
which is established by the
Ministry of Education under the
Education Act. The appeal proceeds
before the SET as a formal hearing
between the parents and the school
board. At the conclusion of the
hearing, the SET may dismiss the
appeal, or grant the appeal and
100
make any order it considers
necessary for the identification
or placement of the student. The
decision of the SET is final and
binding on the parents and the
board. However, the parents or
board have recourse to the courts
if the SET makes an error in law
or in procedural fairness.
Before the tribunal agrees to hear
the appeal, the tribunal secretary
asks both parties whether they
will consider mediation.
Individual Education Plan
Regulation 181/98 of the Education
Act (Identification and Placement
of Exceptional Pupils) requires that
an Individual Education Plan (IEP)
be developed for students with
exceptionalities. The requirements
for IEPs are further set out in the
Ministry of Education’s policy
document Individual Education
Plans: Standards for Development,
Program Planning, and
Implementation, 2000.
Every student who has been
identified as having an exceptionality
by an IPRC must be provided with
an IEP within 30 school days of the
start of the placement. School
boards may also provide a special
education program and/or related
services for a child who has not
been identified as having an
exceptionality. In such cases, an
IEP should be developed for that
child. The plan must be developed
by the student’s teachers, under
the supervision of the principal
and in consultation with the
parents and the student, if the
student is 16 years of age or older.
An IEP is a written plan that
describes the student’s learning
strengths and areas of need. It
identifies the special education
program and/or services that will
be provided. Key components of
an IEP include:
• any accommodations, such as
special teaching strategies,
support services, or assistive
devices, that a student needs to
achieve learning expectations,
including accommodations to
be provided during provincial
assessments;
• any modified learning
expectations, reflecting changes
to the expectations set out in
the Ontario curriculum;
• any alternative learning
expectations for program areas
not found in the Ontario
curriculum, such as personal
care skills, social skills, and
anger management training;
• information on how the
student’s progress will be
monitored, evaluated, and
reported to parents; and,
• a transition plan must be
developed for all students who
have an IEP, whether or not
they have been identified as
having an exceptionality by an
Identification, Placement, and
Review Committee; this
includes students identified
as having an exceptionality
solely on the basis of giftedness.
This is required by PPM 156
(Supporting Transitions for
Students with Special Education
Needs). Further information on
the transition plan is available
at: www.edu.gov.on.ca/extra/
eng/ppm/ppm156.pdf
School boards have been encouraged
by the ministry to develop the tools
and processes needed to examine
the quality of their IEPs against the
requirements set out in the
standards. Further information on
the development, implementation,
and monitoring of IEPs is available
in the ministry document The
Individual Education Plan (IEP):
A Resource Guide, 2004.
Further Information
Further information about special
education policies and procedures
can be obtained from the ministry’s
website, at http://www.edu.gov.
on.ca/eng/parents/speced.html
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
Children and Youth Mental
Health and Addictions
• Implementing School Mental
Health ASSIST
The government announced in the
May 2011 Budget an investment of
$257 million over three years in
Ontario’s Comprehensive Mental
Health and Addictions Strategy.
This funding started in 2011-12
and grew to $93 million per year
by 2013-14.
• SMH ASSIST is a provincial
implementation support team
that is designed to help
Ontario school boards
promote student mental
health and well-being through
leadership, practical resources
and systematic evidencebased approaches to school
mental health.
• SMH ASSIST provides
leadership and ongoing
implementation and coaching
support to school board
Mental Health Leaders.
In June 2011 the government
released Open Minds, Healthy Minds,
Ontario’s Mental Health and
Addictions Strategy. (http://www.
health.gov.on.ca/en/common/
ministry/publications/reports/
mental_health2011/mentalhealth.
aspx ) The first three years focused
on children and youth and was
led by the Ministry of Children
and Youth Services (MCYS) in
partnership with the Ministries of
Education (EDU) and Health and
Long-Term Care (MOHLTC)
The Ministry of Education made
the following commitments as
part of the strategy:
• Development of a
Kindergarten to Grade 12
Resource Guide
• Teachers and other school
board staff were provided
information on promoting
mental health, early signs of
mental health and/or addictions
issues, and preventative actions
they can take. Supporting
Minds, an Educator’s Guide to
Promoting Students’ Mental
Health and Well-being was
released in the fall of 2013 as a
draft for consultation. (http://
www.edu.gov.on.ca/eng/
document/reports/Supporting
Minds.pdf )
• Mental Health Leaders
• All 72 Ontario school boards
receive annual funding for a
Mental Health Leader position.
Mental Health Leaders are
full-time senior mental health
professionals who work closely
with School Mental Health
ASSIST to provide leadership
support in their school board
to develop and implement a
board-level comprehensive
student mental health and
addictions strategy. One Mental
Health Leader position is
allocated for Ontario’s school
authorities.
• Enhancements to the
Curriculum
• Beginning in 2012-13, the
Ontario Curriculum was
enhanced to further promote
healthy growth and
development, and mental
health. Opportunities to learn
about mental health and
addictions currently exist
101
across the curriculum with the
most direct opportunities
within Health and Physical
Education (HPE)/Éducation
physique et santé (EPS)
(Grades 1-8 and 9-12), Social
Sciences and Humanities (SSH/
Sciences humaines et sociale
(SHS) (Grades 9-12), and other
curricula such as Technological
Education/Éducation
technologique (Grades 9-12).
• In addition, resources are
being developed jointly
between the Special Education
Policy and Programs Branch
and the Curriculum and
Assessment Policy Branch for
Ontario educators to help
them better support student
mental health and well-being.
School Board Associations have
been actively supportive of
Ontario’s Comprehensive Mental
Health and Addictions Strategy and
have formed a multi-sectoral
Coalition for Children and Youth
Mental Health. The Coalition brings
together educators, parents,
students and professionals from
sectors such as health, mental
health, child and youth services
and community agencies to share
knowledge and strategies. A
Summit on Children and Youth
Mental Health is held every two
years.
21st Century Teaching and
Learning Initiative
Since 2010, the Ministry has
engaged in specific collaboration
with educators across the province
to examine the opportunities and
challenges associated with teaching
102
and learning in a digital age and
emerging knowledge and innovation
in society.
The Ministry has: commissioned
and published research; engaged in
ongoing dialogue in various forums
with education leaders and
representatives; and, in partnership
with the Council of Ontario Directors
of Education co-sponsored three
rounds of collaborative research
and knowledge mobilization activities
investigating local technologyenabled innovation projects that
are making a difference for students.
All projects followed a common
research framework to report on
impacts on changing pedagogy and
improving student engagement,
learning, and achievement, with
a focus on higher order, new
generation 21st century skills.
The 2013-14 round of activities is
ongoing. Research, reports from
2011-12 and 2012-13 rounds, and
related resources such as videos are
available at the 21st century
learning domain on the eduGAINS
website at: http://www.edugains.ca/
newsite/21stCenturyLearning/
index.html. Annually, at the 21st
Century Learning Roundtable
event co-hosted by the Ministry
and CODE, school board teams
have an opportunity to share
promising innovation practices,
connecting local practice with
provincial and international trends,
and to contribute to the evolving
multi-phased provincial plan.
School Board Associations have
been active in promoting New
Generation skills and supporting
progress towards a provincial
policy. A key document published
by the Ontario Public School
Boards’ Association, A Vision for
Learning and Teaching in a Digital
Age (2013) is available at: http://
www.opsba.org/files/OPSBA_
AVisionForLearning.pdf
Adult and Continuing
Education
Continuing education enables
people to engage in purposeful
learning activities at various points
in their lives. It involves the
provision of credit and non-credit
courses for individuals who wish to
study part-time, or full-time for a
short term, outside the program
offered in elementary or secondary
schools. Programs offered through
Adult and Continuing Education
may include:
• Adult Day School
• Adult Continuing Education
Day School
• Night School
• Summer School
• Correspondence self-study
including elearning
• Secondary crossover or transfer
courses
• Elementary and secondary
reach-ahead courses
• Elementary international
language courses
• Prior Learning Assessment and
Recognition* (PLAR) for mature
students
• Adult Native language
Prior Learning Assessment and
Recognition (PLAR) for mature
students is a formal evaluation and
accreditation process carried out
under the direction of a school
principal. Through this process the
principal may grant secondary
school credits to mature students.
Secondary school credit courses for
independent study at a distance
that meet the requirements of
the Ontario Ministry of Education
are available through TVOntario’s
Independent Learning Centre
(ILC). For more information visit
www.ilc.org.
Many school boards also offer
programs funded by other ministries,
including:
• Adult non-credit programs for
English or French Second
Language and Citizenship
offered by the Ministry of
Citizenship and Immigration.
• Adult non-credit programs for
Literacy and Basic Skills offered
by the Ministry of Training,
Colleges and Universities.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
CHAPTER 10:
Collective Bargaining
104
As employers, school boards have
staff. Ministry policy identifies
a legal responsibility for labour
that a discussion process occur with
relations with their teaching and
principals and vice-principals.
support staff. For unionized staff,
the terms and conditions of the
relationship are established
Overview
through legislation, board policy,
The School Boards Collective Bargaining
and decisions made through the
Act, 2014 (SBCBA) governs collective
collective bargaining process and
bargaining for teaching and support
reflected in collective agreements.
staff in the education sector. The
The majority of employees in a
SBCBA creates two tiers of collective
school board are unionized; however
bargaining, central and local for
not everyone is eligible to be a member
teachers’ bargaining units. Any matter
of a union and be represented in
that is not determined to be central is
collective bargaining. A small number
available to be discussed at the local board
of employees are deemed ineligible because of their
level. Under the SBCBA, collective agreements must
role with the board or because of the type of information
be three years in length unless, after consultation with
to which they have access. These include:
the parties, the Minister determines an alternative
• supervisory officers, including the director
length (either two or four years). Other bargaining
of education;
• principals and vice-principals,
• some executive/administrative assistants,
• most management staff in non-academic areas,
• some human resources staff who have
responsibility for aspects of collective bargaining,
• some financial services and information
technology staff.
units may be brought under the two tier model by
regulation.
Regulations under the Education Act set parameters
for matters such as the school year and school holidays
(Regulation 304 – School Year Calendar, Professional
Activity Days) and the general operation of elementary
and secondary schools, including teacher assignments
(Regulation 298 – Operation of Schools - General).
In addition, the Education Act gives authority for
For the above staff, employment terms and conditions
regulations to be made on matters such as class size
may be addressed in personal service contracts, group
and teacher instructional time. Table 10-1 provides
agreements, or other terms and conditions set by the
key definitions and legislative provisions related to
board, usually following discussions with the affected
collective bargaining with teachers.
105
TABLE 10-1 TEACHERS’ COLLECTIVE BARGAINING: KEY DEFINITIONS AND LEGISLATIVE PROVISIONS
KEY TERM
DEFINITION AND LEGISLATIVE PROVISIONS
TeacherTeacher is defined in the Education Act but section 8 of the
SBCBA excludes supervisory officers, principals and viceprincipals from the bargaining units for teachers or other
bargaining units of employees of a school board
StrikeA strike by teachers includes any action or activity undertaken
collectively with the intent to stop or limit the normal operation
of a board, including regular classroom programs. Any of the
following are considered strike actions: withdrawing services;
working to rule; and curtailing the performance of the duties of
teachers. [SBCBA s.35]
Right to strike and lock outTeachers have the right to strike, and boards have the right to
lock out their employees at both the central and local level. The
SBCBA and the Labour Relations Act, 1995 set out the process
which school boards and unions must follow to get into a legal
strike/lock-out position.
Education Relations CommissionThe Education Act provides that the Education Relations
Commission must advise Cabinet if the school year of the
affected students is in jeopardy because of a strike or lock-out.
Instructional timeThe Education Act provides the authority for regulations to be
made under the Act governing minimum teaching time for
elementary and secondary teachers.
Class SizeThe Education Act provides the authority for regulations to be
made governing class size.
School yearThe school year calendar is prepared and adopted annually by
a school board and submitted to the Minister of Education. In
certain cases, it must also be approved by the Minister
(Regulation 304).
Bargaining Units and Bargaining RightsThe SBCBA provides that each teacher must belong to a
bargaining unit, and sets out the bargaining unit to which the
teacher belongs and which teachers’ union will represent them.
106
Legislation Governing
Collective Bargaining
catholiques (AFOCSC),
representing the French-
Teachers’ Federation (OSSTF),
Several statutes and regulations
language Catholic boards;
which represents teachers in
made under them define a board’s
• Ontario Catholic School
relationship with its employees,
Trustees’ Association (OCSTA),
and the terms and conditions of
representing English-language
employment. These include the
Catholic boards, and;
following statutes:
• Ontario Public School
• the Education Act
Boards’ Association (OPSBA),
• the School Boards Collective
representing English-
Bargaining Act, 2014
language public boards.
• the Ontario Secondary School
English-language public
secondary schools;
• the Ontario English Catholic
Teachers’ Association
(OECTA), which represents
teachers in elementary and
secondary English Catholic
schools;
• the Labour Relations Act, 1995
• the Employment Standards
Act, 2000
• the Occupational Health and
Safety Act
• the Pay Equity Act
• the Municipal Freedom of
Information and Protection
of Privacy Act
• the Human Rights Code
(Ontario)
Teachers
The SBCBA requires teachers within
each school board to belong to one
of the following four bargaining
units:
• elementary teachers
• occasional elementary
teachers
• secondary teachers
• occasional secondary teachers
The SBCBA allows bargaining
Bargaining Agents and
Bargaining Units
Employer Bargaining Agencies
The SBCBA designates each of
the four school board/trustees’
associations as the statutory
employer bargaining agency for
their respective school boards at
the central tables. The school
board representation at a central
table is:
• Association des conseils
scolaires des écoles publiques
de l’Ontario (ACÉPO),
representing the Frenchlanguage public boards;
• Association franco-ontarienne
des conseils scolaires
units to combine if all parties
agree. For example, regular and
occasional public secondary
teachers may merge into one
bargaining unit if the board and
the union agree. For purposes
of local bargaining two or more
school boards may negotiate
jointly if all parties agree.
The SBCBA provides that all
regular and occasional teachers
• the Association des enseignantes
are represented by one of the
et des enseignants franco-
following bargaining agents at
ontariens (AEFO), which
both the central and local level:
represents teachers in both
• the Elementary Teachers’
Federation of Ontario (ETFO),
which represents teachers in
public and Catholic elementary
and secondary French-language
schools.
English public elementary
The ETFO, OSSTF, OECTA, and
schools;
AEFO all belong to the Ontario
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
107
Teachers’ Federation (OTF),
that round. A union that represents
on behalf of all employees in the
the umbrella organization for
15 or more bargaining units is
bargaining unit and to negotiate and
Ontario’s teachers’ unions.
entitled to seek designation for
maintain a collective agreement in
15 or more bargaining units, that
good faith.
include two-thirds of all their
Recognition of an uncertified staff
Support Staff
Unions seeking to represent
members and two-thirds of all
employees such as custodial, clerical,
their bargaining units. The Minister
and other support staff must first go
may also designate a union or
through the certification process set
council of unions as an employee
out in the Labour Relations Act,
bargaining agency provided
1995 (LRA). Some of the larger
The Role of the Bargaining
Agents
the union or council seeks a
unions currently certified to
Trade unions are legally obliged
designation for 15 or more
represent support staff include:
to represent their members in
bargaining units that it has
the Canadian Union of Public
matters relating to the collective
authority to represent in
Employees (CUPE), the Ontario
agreement. These obligations
central bargaining.
include negotiating the terms
Public Service Employees Union
association, on the other hand, is
purely voluntary.
and conditions of employment
(OPSEU) and the Association of
Trade Unions and Staff Organizations
Professional Student Services
Some staff may prefer to form an
Personnel (APSSP). Teachers’
organization such as an association
unions (e.g. OSSTF, ETFO) may
without applying to the Ontario
use their trade union status to
Labour Relations Board for trade
organize support staff. Currently,
union certification. In some
the only teachers’ union that does
circumstances this may be
not represent support staff in
because they are prohibited
Ontario is OECTA.
from belonging to a union (e.g.,
Central collective bargaining for
principals).
support staff is governed by the
Once a union is certified under
early childhood educator, social
SBCBA, which authorizes the
the LRA, a number of legal
worker or psychologist.
Minister to designate trade unions
requirements come into effect. The
representing support staff as an
employer – in this case the school
As the designated employer
employee bargaining agency for
board – is required to recognize
purposes of central bargaining in
the bargaining agent as speaking
on behalf of their members and
representing their members’
rights under the collective
agreement. Teacher federations
and support staff unions also
provide professional development,
lobby on behalf of their members
regarding government policies,
and promote professionalism,
e.g. for the professions of teacher,
bargaining agencies for their
respective school boards at the
108
central tables, school board/
centrally negotiated terms and
fulfill their statutory duties
trustees’ associations play a critical
conditions of employment, which
and responsibilities, including
role in the collective bargaining
then become part of the local
conducting votes to ratify centrally
process. Subject to the appropriate
collective agreement, once local
negotiated agreements. Table
ratification process, school board/
issues are also settled and ratified.
10-2 outlines key management
trustees’ associations have the
School board/trustees’ associations
roles and responsibilities in
authority to bind the school boards
are also required to establish their
collective bargaining.
in their respective systems to
own policies and procedures to
TABLE 10-2: MANAGEMENT ROLES AND RESPONSIBILITIES
MANAGEMENT PARTY
ROLES AND RESPONSIBILITIES
Employer Bargaining
Agency
• Establish policies and procedures for the effective exercise of its rights and privileges
and performance of its statutory duties;
• Co-operate in good faith with the Crown in preparing for and conducting central
bargaining;
• Develop a central bargaining mandate based on the concerns of the local school
boards;
• Bargain in good faith upon the matters to be included within the scope of central
bargaining at the central table;
• Represent the school boards during bargaining at a particular central table;
• Conduct a ratification vote on the memorandum of settlement of central terms; and
• Conduct a vote on the lockout of employees in respect of central bargaining, if
required.
Boards of Trustees of Local School Boards
• Bring the concerns of the local school board to the attention of the employer
bargaining agency for the purposes of developing a central mandate;
• Participate in the ratification process of central terms;
• Approve/modify the local bargaining mandate;
• Ratify settlements of locally negotiated terms and conditions of the Board’s
agreements;
• Authorize lockouts at the local tier; and
• Pay any fees required by the Minister to a school board/trustees’ association
that represents the school board as the employer bargaining agency.
Director of Education
• Participate in developing recommendations for issues to be included in the central
mandate to be considered by the local board;
• Develop the local bargaining mandate for approval by the local board;
• Bargain in good faith and make every reasonable effort to agree; and
• Implement the terms and conditions of the collective agreement including both
central and local terms.
Individual Trustee
• Bring forward to their respective boards of trustees the concerns of parents, students,
and supporters of the board with respect to collective bargaining;
• Participate in the decision-making process of the local board; and
• Uphold the implementation of any board resolution after it is passed by the board.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
109
Negotiating a Collective
Agreement
provisions of their collective
(where the unit is subject to
agreement.
central bargaining) and any
A collective agreement is a legally
Any matter that is not identified
locally negotiated terms. There
binding agreement between an
as an issue for central bargaining
employer and a union that
is deemed to be local and is the
represents its employees.
responsibility of the local board.
Under the SBCBA, collective
In the event a support staff
bargaining occurs both centrally
collective agreement is not subject
and locally for teacher and most
to central bargaining it is subject
support staff collective agreements.
to local bargaining and is the
Some terms of each agreement are
responsibility of the local board.
negotiated centrally and the other
Board staff should begin
terms are negotiated locally. The
preparations for negotiations and
school board and union are the
the development of proposals
parties to the resulting collective
well in advance. In reviewing the
agreements.
proposals, the board should
At the central level, the Crown
consider a wide range of factors,
and the school board/trustees’
including:
associations cooperate in good
• student achievement and
faith as management partners in
the preparation and bargaining of
agreements on central terms with
well-being;
• current government funding;
bargaining agents representing
• comparable settlements; and
teachers and support staff subject
• challenges experienced under
to central bargaining.
the old collective agreement.
is no final collective agreement
until there is a ratification of the
central terms and conditions,
and ratification of local terms
and conditions by the parties
to a collective agreement.
Notice to Bargain
The SBCBA and the LRA set
minimum requirements for giving
notice to bargain. Either central
party (not including the Crown)
may give notice to bargain within
the 90-day period before the
collective agreement is to expire
[LRA s. 59]. Under the SBCBA, this
notice to bargain period can be
extended if the Minister determines
an alternative period (up to 180
calendar days).
In cases where both central and
local bargaining is required, neither
of the parties at a corresponding
At the local level, which does not
All parties are entitled to outside
local table is permitted to give
include the Crown, school boards
assistance, such as a lawyer. All
notice to bargain at the local level.
and local bargaining agents
school board labour relations and
However, any central notice that is
bargain agreements on the local
human resources practitioners
given is also considered to be local
have access through their school
notice for the corresponding local
board/trustees’ associations to
parties.
a web-based provincial portal
which offers a current source of
data on labour relations issues.
The portal is maintained by the
Ontario Education Services
Corporation (OESC). School boards’/
trustees’ associations also provide
professional development sessions
for negotiators.
The SBCBA, in conjunction with
the LRA, requires that the parties
at a central table and the Crown
meet within 15 calendar days
after notice to bargain has been
given, or within a further period
as mutually agreed, to commence
good faith bargaining to negotiate
the matters to be included within
Each school board will have a single
the scope of central bargaining at
separate collective agreement with
the central table.
each of its employee bargaining
units that will include the terms
negotiated at central tables
If notice to bargain has been given
and the agreement expires before
a new settlement is reached, the
110
terms and conditions of the
attempt to achieve a resolution,
employees can strike or a board
expired agreement continue in
and then reports to the Minister
can lock them out:
force into the bargaining period.
of Labour.
• one party has served the
Determination of Central and
No-Board Report
Local Issues
Following conciliation, the
The SBCBA provides that if the
conciliation officer advises the
central parties cannot agree on
Minister of Labour of any issues
what items should be central
that remain in dispute. In theory
within 45 calendar days after
the Minister can then appoint a
notice to bargain has been served,
conciliation board to continue the
disputed matters may be referred
negotiation process. However, in
to the Ontario Labour Relations
practice the Minister of Labour
Board (OLRB) for an expedited
issues a “no-board report,” which
decision.
advises the parties that no such
Once the central-local split has
board will be appointed.
been determined, the central
The release of this report brings
parties and the Crown are to
the parties closer to the point at
commence bargaining the central
which the terms of the expired
issues and local parties are to
collective agreement no longer
commence bargaining local issues
apply. However, collective
within 15 days or within a further
agreements are often achieved
period as mutually agreed.
after a no-board report and before
the commencement of sanctions
Bargaining – Possible Stages
by either party.
other with notice of intent
to bargain;
• the collective agreement has
expired;
• there has been conciliation
conducted by a conciliation
officer appointed by the
Ministry of Labour;
• fourteen days have elapsed
since the Minister of Labour
advised the parties that a
conciliation board would not
be appointed (that is, after the
release of a “no-board report)”
– established practice puts the
parties in a legal strike/lockout
position on the 17th day
following the issuance of the
“no board” report;
• a strike has been supported by
a majority of the employees
voting in a strike vote; and
During the course of negotiations,
Impasse and Sanctions
both parties must engage in
Most collective agreements are
provided five calendar days’
settled without conflict. Should
notice for any strike or lockout
negotiations break down,
activity.
meaningful negotiations. Should a
successful solution on the matters
that are the subject of two party
negotiations not be bargained at
the table, the following steps will
occur:
Conciliation
Once notice to bargain has been
given, either party may ask the
Minister of Labour to appoint a
conciliation officer to help with
negotiations [LRA s. 18(1)]. The
parties do not necessarily have
to meet before they enter
conciliation.
If necessary, the conciliation
officer meets with the parties to
• one or both parties have
employees have the right to strike
A bargaining party does not
and boards have the right to lock
necessarily exercise sanctions just
out their employees and, under
because it is in a legal position to
certain conditions, to impose
do so, but only if it deems that the
terms and conditions of
action is necessary to achieve a
employment. The right to strike
settlement. However, a school
and lock out continues at both the
board may alter conditions of
central and local levels, for the
employment after the release
two tiers of bargaining. However,
of a “no-board report”. There are
this can occur only after the
limitations on what can be changed;
mandatory conciliation
a proposed change must be raised
procedures of the LRA have been
with the union and changes
followed and certain notification
generally involve imposition of
periods have expired.
positions previously introduced by
The following must occur before
the board at the bargaining table.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
111
Even though a strike or lockout
advise the Lieutenant Governor in
At the central level, school board/
may be ongoing, the parties
Council if the school year of the
trustees’ associations must ratify
remain under a duty to seek a
affected students is in jeopardy
settlements by a vote of the school
negotiated settlement and to
because of a strike or lockout.
boards they represent, weighted
bargain in good faith.
Where such “jeopardy advice” is
to reasonably reflect the size of
given, it may lead to the enactment
the bargaining units at each
Strikes
of back-to-work legislation by the
school board. The Crown must
To be legal, a strike vote has to
Legislative Assembly. The government
also agree to the central terms.
take place 30 days or less before
can, however, enact back-to-work
the collective agreement expires,
legislation without a jeopardy
At the local level, the local bargaining
or any time after the agreement
finding or choose not to legislate.
expires [LRA s. 79(3)]. More than
unit and the respective school
board ratify the local agreement.
The Crown and the respective
50 per cent of those voting must
Mediation and Arbitration
be in favour of the strike. A job
While mediation services are often
action – such as withdrawal of
initiated by the Ministry of Labour
services or working to rule – is
if a strike or lockout occurs or is
considered to be a strike.
likely to occur, both parties may
Boards may not fire or discipline
jointly agree to the appointment
Contract Administration
of a mediator not associated with
The SBCBA includes provisions
the Ministry of Labour in an attempt
for a central grievance arbitration
to resolve outstanding issues,
process that contemplates the
participating in a legal strike.
either before or during a strike.
continuation of local grievance
Depending on local circumstances,
and arbitration provisions. This
Lockouts and Unilateral Actions
mediation could be a forerunner
means that arbitration and
by the Board
to arbitration.
settlements can continue to be
When all conditions for a lockout
Arbitration is an alternative to the
used to resolve disputes at the
have been met, a board may legally
negotiation/sanction process. At
lock out its employees. In some
any time during the bargaining
cases, a board that has reached
process the parties may jointly
an impasse on certain issues may
agree to refer all matters remaining
choose to exercise its right to
in dispute to final and binding
unilaterally impose the disputed
arbitration.
teachers or take any action affecting
employment conditions simply
because the employees are
terms and conditions. Before
doing so, a board should carefully
assess such a move with the help
of expert legal advice, bearing in
mind that if its employees have
not yet chosen to strike, the
unilateral imposition of the board’s
terms and conditions may provoke
a strike.
The Education Relations Commission
Binding arbitration carries both
risks and advantages and should
be taken only after consultation
with legal counsel and/or other
professionals experienced in
such proceedings.
school board/trustees’
associations do not participate in
the local ratification process.
local level involving both central
and local terms. The Employer
and Employee Bargaining Agencies
will have access to final and binding
arbitration or settlement to resolve
differences about any central terms
of a collective agreement. For central
grievances, the parties are school
board/trustees’ associations and
provincial unions. The Crown is
not a party to central grievances,
but will have the right to participate
in arbitrations and its agreement
is required for a settlement.
Ratification
Under the SBCBA, settlements
must be ratified at both the central
The Education Act provides that
and local level (where the unit is
the Education Relations Commission
subject to central bargaining).
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
CHAPTER 11:
Working with School
Councils, Parent
Involvement Committees,
and Communities
114
Education is a shared responsibility. Trustees are part
of a team that includes parents, students, teachers
and other board staff, community agencies, interest
groups, and the provincial government and its agencies.
The involvement of parents and community members
in the education system enriches the learning environment
and directly contributes to student achievement and
well-being. Active community involvement also helps
to create strong, democratically vibrant communities.
School boards can promote a healthy partnership
with parents and the community by:
• making schools and the school system
accessible and welcoming to
parents and other members of
the community;
• making sure the public has open
access to relevant information
about educational policies,
programs, and services; and
• encouraging meaningful opportunities
for input into decision making at the
school and board level.
Strong school-community partnerships are good
for schools and good for the communities they
serve. Each school is a rich community resource
with assets that include its facilities (both inside and
outside), equipment and materials, entertainment
(sporting or artistic events), human resources (both
the staff and the students), programs for students,
and courses for the broader community.
Promoting Parent Involvement
Most parents want to know three things: What is
my child supposed to be learning and doing? What
progress is my child making? How can I help my
child?
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
115
Parent involvement strategies
should create a welcoming
environment for parents and make
it easier for all parents to participate
in their children’s education. When
schools succeed in engaging parents
there is a strong and positive
connection to improved student
achievement.
Studies show that children whose
parents are involved demonstrate
greater social and emotional
development including:
children’s education and
contributing to their success.
• more resilience to stress,
The evidence of the benefits of
families being involved in their
children’s education is
overwhelming. Research shows
that parental involvement in their
children’s learning positively affects
the child’s academic performance
in both primary and secondary
schools and leads to:
• greater social adjustment,
Parents in Partnership: A Parent
Engagement Policy for Ontario
Schools (2010) (www.edu.gov.on.
ca/eng/parents/involvement/PE_
Policy2010.pdf ) formally
recognizes and supports a vision
of parents as both valued partners
and active participants in their
children’s education. This policy:
• higher academic achievement,
• less delinquent behaviours.
• greater cognitive competence,
These advantages continue
throughout childhood into
adulthood. (See Note 9, page 150)
• greater problem-solving skills,
• greater school enjoyment,
• better school attendance, and
• fewer behavioural problems at
school.
• greater life satisfaction,
• greater self-direction and
self-control,
• greater mental health,
• more supportive relationships,
• greater social competence,
• more positive peer relations,
• more tolerance,
• more successful marriages,
Examples of parent involvement
encompass a wide range of activities:
• Some parents serve on School
Councils, Parent Involvement
Committees or school board
advisory committees;
• Some volunteer for field trips
and school activities;
• Many parents and families
make sure that there is a quiet
place set aside to do homework;
• Parents help with homework
and actively read with their
children;
• Parents meet with teachers,
and
• Parents spend time talking to
their child about their day at
school.
Whether their activity is in the
school or in the home, parents are
authentically engaged in their
Parent Engagement Policy
• recognizes, encourages and
supports many forms of
parent engagement
• recognizes and supports the
important role parents have in
contributing to their children’s
learning at home and at school
• identifies strategies to remove
barriers to parent involvement
(e.g., communications and
language)
• supports parents in acquiring
the skills and knowledge they
need to be engaged and involved
in their child’s learning
• provides a parent voice at the
local level through PICs, school
councils and individual parents
talking to teachers and principals.
The policy provides the vision
of parent involvement, sets out
four strategies to support parent
engagement and includes an
action plan for schools, boards
and the Ministry of Education.
The policy also showcases some
of the many exemplary practices
across the province. The full
policy is available at: www.edu.
gov.on.ca/eng/parents/
involvement/index.html
116
There are two formalized groups
that support parent engagement:
School Councils and Parent
Involvement committees (PICs).
The mandate and structure of each
group is set out in Regulation 612/00
(School Councils and Parent
Involvement Committees).
Within the Ministry of Education,
the Parent Engagement Office (PEO)
helps develop and implement parent
engagement initiatives across the
province in support of student
achievement and well-being. In
addition, the ministry provides
funding to boards to support
their School Councils and PIC.
The Role of School Councils
Active and involved school councils
offer parents and guardians an
effective way to contribute to
their children’s learning. Every
publicly funded school in Ontario
is required to have a school council.
Improving student achievement
and promoting accountability are
among the key purposes of a school
council. School councils are made
up of individuals representing
parents, the school, and the
community. They provide advice
to principals and, where appropriate,
to the local school board to ensure
that their school responds to local
needs and reflects local values.
Strong school councils help build
strong school communities. The
school council provides an avenue
for consultation, advice, and
information sharing among all
members of the school community.
School councils are encouraged to
represent and share the views of
their community and to establish
open, inclusive practices that invite
participation.
The advisory role of school councils
is set out in Ontario Regulation
612/00. School councils may
provide advice on any matter to
the school principal and, where
appropriate, to the school board.
School boards and principals are
obligated to consider and respond
to each recommendation made by
a school council. To assist members,
the Ministry of Education has
published School Councils: A Guide
for Members and Tips for School
Councils. Both resources are
available on the Ministry of
Education website, at www.edu.
gov.on.ca/eng/general/elemsec/
council/guide.html.
School boards and principals are
required to consult school councils
before they make decisions on
certain matters. A comprehensive
list of the areas requiring consultation
with school councils by principals
and school boards is set out in
Ontario Regulation 612/00 as well
as in the ministry’s guide. School
councils are, in turn, expected to
consult parents of their school
community about matters under
their consideration.
School councils are required to
operate within the framework of
the regulations and any applicable
board policies. School boards are
encouraged to work collaboratively
with school councils to ensure
that the regulations and board
policies are clearly understood
and that all parties comply.
The Role of Parent
Involvement Committees
Every school board is required
to establish a Parent Involvement
Committee (PIC). Ontario Regulation
612/00 sets out provisions for the
composition and functions of the
PIC. The Ministry provides funding
to support the work of this committee.
PICs are an advisory body and are
a vehicle for the participation of
parents at the board level. Their
purpose is to support, encourage
and enhance meaningful parent
involvement to improve student
achievement and wellbeing
throughout the board and its
schools. PICs are formal structures
and important advisory bodies to
the board. The PIC is a parent-led
committee; the chair/co-chairs
are parents and the majority of
members are parents. The director
of education, a trustee of the
board and up to three community
representatives are members of
the PIC. Subject to board by-laws,
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
a PIC can include a principal,
teacher and/or support staff.
While school councils are schoolbased advisory structures, PICs
focus on matters that affect more
than one school. The PIC provides
information and advice to the board
on effective parent engagement
strategies and practices. PICs also
communicate with and support
school councils, and undertake
activities to help
parents support
their children’s
learning at home
and at school. The PIC regulation
also provides that the ministry
may solicit the advice of PICs on
matters that relate to student
achievement and well-being.
PICs can assist school boards by
identifying strategies to increase
parental engagement, including
outreach to parents who find
involvement more challenging
due to language, recent immigration,
poverty, newness to the system or
other factors. PICs can promote
the initiatives of school councils,
encourage dialogue on relevant
board policies and help share
effective practices that support
parent engagement in their
children’s learning. They can also
help to identify parent and school
council training needs within the
district and contribute to the
development of workshops, forums
and conferences to address these
needs.
The Ministry of Education has
created resources to support
PICs including a Fact Sheet, Tips
for Running Effective Parent
Involvement Committee (PIC)
Meetings and a Parent Involvement
Committee (PIC) Handbook.
117
From the 2006-07 school year
to the 2014-15 school year, the
government has supported over
15,000 Parents Reaching Out
Grants to School Councils and
568 Regional/Provincial Grants.
More information about application
requirements and deadlines can
be found at www.edu.gov.on.ca/
eng/parents/reaching.html
Additionally, the ministry hosts
an annual Parent Involvement
Committee (PIC) Symposium
that brings together parents and
ministry staff from across the
province to discuss the importance
of parent engagement to support
student achievement and
well-being in Ontario’s public
education system.
Promoting Community
Involvement
Parents Reaching Out Grants
Ontario’s Parents Reaching
Out (PRO) grants encourage
parent engagement at the local,
regional and provincial levels.
They are designed to support
parents in identifying barriers to
parent engagement in their own
community and to find local
solutions to get more parents
involved in their children’s
learning.
• child care centres and
community groups (YMCA,
Boys and Girls clubs, etc.)
There are two types of grants:
• Parents Reaching Out Grants
to School Councils support
school-based parent
engagement projects.
• Regional/Provincial Grants for
which parent organizations,
Parent Involvement Committees
(PICs), publicly funded school
boards, non-profit organizations
and postsecondary institutions
operating in Ontario can apply.
School boards and school
communities can also encourage
partnerships with:
• local professionals, seniors,
and other individuals;
• community associations, such
as multicultural associations,
service clubs, and citizen groups;
• religious institutions, local
parishes;
• artists, musicians, and cultural
organizations;
• municipalities (through parks,
libraries, and other community
facilities);
• community colleges and
universities;
• police and fire services;
• health care institutions, such
as hospitals, nursing homes,
and family health clinics; and
• the private sector, including
businesses, boards of trade,
and chambers of commerce.
All of these potential partners can
help to enrich the quality of life in
the school community.
118
Community Engagement
Community engagement in
public education values the right
of community members to have
input into the decisions that affect
the lives and education of the
community’s children. It is the
process of building relationships
with community members who
will work with the school board as
an ongoing partner and support
its mission with the end goals of
making the community a better
place to live.
The Education Act underscores
the importance of community
engagement when the elected
board sets strategic directions and
establishes its goals. Trustees are
expected to consult with parents,
students and constituents of the
board on the board’s multi-year
strategic plan. The elected board
must make its constituencies
aware of the plan and report on
progress on implementation of
the plan. The plan demonstrates
the board’s responsiveness and
accountability to its community
and reflects community values
and priorities.
Community engagement is not
an exercise in public relations; it
is a collaborative process aimed at
reaching a shared understanding
of preferred solutions to identified
problems or key community
needs and priorities.
How Trustees Can Support
and Promote the Parent and
Community Voice
Trustees can support the work
of school councils and parent
involvement committees by:
• promoting the value of school
councils and PICs to the community;
• facilitating communication
among school councils within
the trustee’s area;
• helping to establish contacts
between councils and their
communities and between
councils and the board’s PIC;
• providing a communication
link among school councils,
the PIC and the board;
among the board, school
councils, the PIC, and the
broader school community.
Inviting Public Input
Trustees have an important
role to play in informing
school councils and
community members
about how they can
influence decision
• ensuring that the board
establishes policies for school
councils, in consultation
with school councils;
• ensuring that school
councils are able to provide
input into the development
of board policies related to
the areas listed in Ontario
Regulation 612/00;
• ensuring the board reports
back to school councils or the
PIC on the actions taken by the
board in response to advice
provided by school councils or
the PIC (Note: Boards are not
bound by school council or PIC
recommendations, but they
are required to report back on
actions taken or not taken.);
• evaluating the board’s method
of reporting back to school
councils;
• making school councils and
the PIC aware of relevant board
policies;
• ensuring that all those who are
involved with school councils
and the PIC work within the
provisions of the regulations
and any applicable board
policies; and
• promoting and encouraging
collaborative relationships
making at the board level, either
through public deputations or, in
some boards, through board
advisory or consultative committees.
All district school boards have
procedures for public deputations
to the board of trustees or its
standing committees. Some boards
also have advisory or consultative
committees to represent the
viewpoints of parents, other
community members, and
secondary students. The goal in
all cases is to invite public input
in a way that is focused, inclusive,
time-efficient, and accessible.
Making Connections in
the Community
In addition to working in their
own school board, some trustees
choose to sit on other boards in
the community, such as library
boards, district health councils,
hospital boards, and boards of
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
trade. Trustees may also participate
in community service clubs.
Although this involvement is not
a requirement of the trustee’s
role, the building of links with
other services and agencies in the
community strengthens mutual
understanding of the needs of
students and families and promotes
confidence in publicly funded
education.
Winning Strategies for Engaging
Communities in the Key Work of
School Boards
Important principles and practices:
Be committed. A school board
should not simply view community
engagement as one of its projects
but as a way of doing business. It
is a purposeful management tool.
Be accountable. Let the community
know that the board leadership is
committed to engaging with them
and be clear about roles and
responsibilities for maintaining
communication. Let the community
know that their input makes a
difference in outcomes and keep
them informed of the progress in
strategic planning efforts.
Be transparent. Board information,
business practices and decisionmaking processes should be
highly visible, easily accessible,
accountable and open to
participation.
Build trust. This means building
or rebuilding relationships with
constituent groups including
board staff, students, parents,
volunteers, community members
and business leaders.
Know the board’s communities.
Get to know stakeholders
thoroughly. Take the time to
gather more information if it
is needed.
Make effective use of existing
communication vehicles. Don’t
underestimate the power of clear,
succinct messages in parent
newsletters and the local media.
Take advantage of every school
gathering. Ask to speak at local
civic organizations. Most people
want to know what is going on
and want to support public
education.
Use technology and online
communities. On-line media
helps give voice to citizens who
care about public schools but
do not want to attend public
engagement activities.
119
Be clear and use simple
language. Every message should
be viewed as a “report to the
shareholders.” Don’t assume prior
knowledge. Every message should
stand on its own. Only use
educational terms if absolutely
necessary and then define them.
Many an effort has been waylaid
due to misunderstanding of key
terms. Boards could make it a
matter of policy that all their
documents are to be written in
simple, clear language.
Use graphics and lists where
appropriate. Key information in
point-form or conveyed through
an appealing graphic is more
user-friendly than dense text.
120
Deliver key messages in ways
most likely to reach the target
audience. Audiences want to hear
what the core message is. They
don’t want it buried in the process
that was followed.
Frame the essential questions
to guide dialogue. Reflective
thinking can be enhanced by
pointed questions. Invite key
constituents to respond to these
questions. Wide-open public
forums invite confusion and
grandstanding.
Establish a clear, open process.
Initiate and publicize widely
designated input/discussion
opportunities. Invite key groups
who are likely to question a
proposed effort or direction.
Schedule public forums
appropriately. At forums,
consider limiting verbal input to
three to four minutes per person,
and invite presenters to provide
a short summary to serve as the
“official record” of their presentation.
This eliminates some note-keeping,
cuts down on misunderstandings
about what was actually said, and
ensures that many people have an
opportunity to offer their point of
view.
Promote civility. The process for
dialogue should contain suggestions
for protecting the right to disagree
and to be civil in debate.
Emphasize local ownership.
Articulate and promote the notion
that people have ownership over
the issue, process and product for
discussion and ultimate decisions
to be made.
Have a clear challenge process
after decisions are made. After
any public debate is complete and
decisions have been made, ensure
that the process used to reach the
decision is known. If individuals
still object to the outcome, make
sure everyone knows in writing
what the challenge process is – if
there is one – and make it available
to the unhappy stakeholders.
Discover new ways. Be creative
in the methods used to encourage
stakeholders to become actively
engaged in the board and its
schools. From parents and senior
citizens, to the business and
religious communities, take the
necessary steps to target
information to them and invite
their increased awareness and
participation in ways that work
uniquely for them.
Have welcoming schools. How
do people in the community feel
about approaching the schools?
Are they welcomed as the board’s
customers or are they made to feel
like they are intruding?
For information on communicating
effectively with the public and
media, see Chapter 12,
Communications, Media
Relations and Social Media.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
CHAPTER 12:
Communications,
Media Relations and
Social Media
110
Communicating with the community is an important
• Key messages: the information you want to stress
part of the trustee’s role. All board constituents need
with each audience – over the long and the short
and have a right to know about what children are learning
term
and how well they are learning. They also have a right
to know how their tax dollars are being spent and a
right to participate in discussions on the allocation of
education resources in their community.
This chapter offers tips to help trustees communicate
effectively, either through direct contact – in person or
online – with parents, school councils, and community
associations, or indirectly through the media.
• Responsibilities: the persons who are charged with
implementing various elements of the
communications plan
• Timelines: when things need to happen
• Evaluation tools: to measure the effectiveness of
the plan
A good starting point is to consider how you or your
group is communicating at present. Ask yourself:
Developing a Communications Plan
A communications plan is a road map for your
communications over a given period of time – for
example, a school or calendar year. A plan might
focus on your individual goals, or it might guide the
communications of a committee or of the whole board.
Many school boards have expertise on their staff and
effective strategies for communications planning.
• What are the strengths and weaknesses of the
approaches you are using?
• Who aren’t you reaching that perhaps you need
to reach?
• What approaches are being used by other
individuals or groups, and to what effect?
It is important to review your plan periodically and
evaluate the effectiveness of your strategies. Ask members
There are no hard and fast rules for communications
of the community, in person or through brief surveys,
planning, but an effective plan might address the
whether they feel that appropriate information sharing
following:
is taking place. Use this information to strengthen your
•G
oals: what you want to achieve through your
plan for the coming year.
communications during that time period, with an
Keep the following tips in mind when planning your
emphasis on one or two priorities
communications:
•S
trategies: the specific ways in which you hope
• Assign communications responsibilities to
to reach your goals, connect to your audiences,
individuals or subcommittees and make sure the
share information, and receive feedback
responsibilities are clear.
•A
udiences: the various groups within your
• Use a variety of information-sharing approaches,
community that you are attempting to reach
including letters, newsletters, phone/e-mail
and engage
networks, websites, blogs, social media, radio,
community-access television, and print media.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
• Prepare information sheets on
important topics.
• Be aware of communications
barriers, such as language,
culture and accessibility needs.
• Be mindful of who needs to
know, when they need to know
and how they usually access
information.
• Focus on listening as much
as telling. Explore two-way
communication, feedback,
and input throughout the
community.
• Be informative, but do not
impose your views. Welcome a
range of viewpoints, and seek
common ground.
• Design committee structures
Be Honest
promote public understanding of
Always tell the truth. Use factual
and confidence in the school
and credible points that are not
system, it is important that trustees
open to misinterpretation, and
support the process of democratic
state the facts candidly.
decision making. During board
You may be able to skirt a sensitive
meetings, some disagreement or
question, but don’t lie. If you do,
the truth will eventually come out
and your credibility will be damaged
or destroyed, and you may have
influenced an important issue
destructively.
If you can’t talk about something,
you should state that you are not
prepared to discuss the issue at
present, and will respond in the
future. If you don’t know the answer,
say so, and refer the person to
someone who may know. Don’t
risk the long-term consequences
that allow for maximum
to your reputation by speaking
participation from school
recklessly.
councils, parents, and other
community groups.
123
controversy is almost inevitable.
But once the vote is taken, trustees
are collectively responsible for the
board’s decision.
Be Clear
Speak and write in clear, concise
language. Your goal is to
communicate, not to confuse
people with educational jargon or
impress them with your
vocabulary. If you are talking to
reporters, remember that they
cannot present information clearly
if they can’t understand it
themselves. (See “Tips for Better
Writing” on the next page.)
Never say “no comment.” To a
reporter it means you have something
Be Calm
to hide, or you’re deliberately
in the initial planning of major
Stay calm during any discussion or
making their job difficult. Instead
initiatives.
interview. Losing your temper will
of saying “no comment”, explain
only hurt your message and
why you can’t answer the question.
damage your reputation. Try a
Guiding Principles
Trustees also have an obligation
relaxation technique if you are
Regardless of your audience, and
to respect confidentiality. As
angry, tense, or nervous.
whether you are speaking or
members of the school board,
writing, certain principles apply.
trustees must comply with
You should always strive to be:
protection of privacy legislation.
• Involve community volunteers
• honest
• clear
Most of the board’s business is
done in full view of the public and
the media. A board’s policies will
• calm
determine what information is
• alert
confidential, but in all cases a
• prepared
• proactive
trustee must not reveal discussion
or material from a board’s private
session to a member of the media.
If a board’s collective aim is to
Be Alert
Don’t say things you don’t want
other people to hear about, in any
public situation. Although it is
reasonable to ask a reporter before
an interview to keep certain
discussions “off the record” and
most reporters will honour this
request, it is wise to only say things
you want to see in print.
124
Be Prepared
Be Proactive
the latest news on any topic you are
Have your key messages ready on
The Education Act requires a board
interested in.
issues. Key messages are two or
to make its meetings public.
three short, easily memorized,
Encourage attendance at board
simple messages that trustees can
meetings by highlighting the issues
use to articulate the board’s position
that will be under discussion. Posting
on a given issue. Key messages are
information on your website, blog
designed for a specific audience
or social media feed will quickly
• Avoid jargon.
and are those aspects of an issue
and easily let the media and the
• Keep it simple. Readers tend
that the board ultimately wants
community know if something
to be turned off by long,
the audience to remember.
particularly important or
complicated text.
If you are making a presentation
controversial is coming up. Make
or preparing for an interview, write
out the main points of what you
want to say and rehearse them.
Think of all possible questions you
may be asked. If confronted with a
question you have not anticipated,
take time to think before answering,
and be ready to admit you don’t
know the answer or don’t know
enough to express an opinion, but
background information available
to the public on your website and
send it automatically to local media.
Where the situation warrants, hold
information briefings and public
information meetings. If a board
and concise.
paragraph.
• Be selective about what you
print. You don’t have to include
all the background details.
• Don’t assume your readers have
• Be careful not to break copyright
the media and the public are more
likely to listen when the board
Monitor the media. Be aware of
correct, compassionate, candid,
• Include only one idea per
the same knowledge as you.
Being prepared and having practised
credible, clear, calm, compelling,
Use a conversational tone.
for information about difficult issues,
wants to share its good news.
the ten Cs: be confident, consistent,
• Write the way you speak.
proves itself to be a credible source
will get the required information.
your message makes it easy to follow
Tips for Better Writing
current education issues and fastbreaking news stories. Most media
outlets have websites that are updated
laws when reproducing materials.
• Be positive. Present the school
board in the best light.
• Include a “call to action”. Make
it clear why you are writing and
what you want from your reader.
regularly. Twitter and Facebook are
• Have several people proofread
also efficient ways to keep up with
your material to be sure it is
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
125
understandable and free from
The following questions can help
The reporter assigned to cover your
distracting errors.
you decide whether the story or
event is likely a general reporter,
event you want covered will be of
who deals with a different topic in
people or to encourage their
interest to a reporter:
every story. This is especially true
participation.
• Is it new? Does it highlight new
in radio and television. It is primarily
• Use handwritten notes to thank
• Reply promptly to concerns
and requests for information.
people, new programs, new
ideas, or new ways of teaching
and learning?
• Is it current? Stories about
technology, for example, may
be in vogue this year but less
so next year.
• Is it superlative? Does your story
illustrate the fastest, highest,
smallest, or biggest of something?
If so, what credible, third-party
evidence exists to back up your
claims?
• How is your event tied to a
newspapers (and only some of
them) that have reporters assigned
to cover education, although a small
number of television stations do
have education reporters. As a
general rule, most reporters have
limited knowledge of schools and
how they operate.
Accordingly, it is essential for you
to make it as easy as possible to tell
your story. Provide written fact
sheets about your school, contact
numbers for parents, and
suggestions for lively pictures to
accompany your story. In short,
major news story? The media
you need to think of ways to help
are constantly looking for ways
the media do the best job they can
to bring a local perspective to
within their time constraints.
major national or international
Working with the Media
Most people learn most of what
they know about schools through
the media. Therefore, school
boards need to ensure that their
local media have the information
they need to present a balanced
picture to their communities. This
is an achievable goal. In spite of
what many people think, the media
generally try to present a fair
picture of a situation or event.
Taking a Story to the Media
While parents are interested in a
great deal of information, reporters
are interested in news. News is
judged by assessing the impact of
the story on a reader or viewer.
news stories.
• Are there interesting visuals?
What visual appeal does your
story offer – for example, students
Responding to the Media
If a reporter comes to you with
questions about a current issue or
event, don’t panic. Follow the tips
being active at something – that
discussed in this chapter. Be ready.
lends itself to a compelling
Each board’s policy on media contact
photograph for the newspaper’s
will differ because of varying needs
print or digital versions, or for
and resources. Some boards have a
television footage?
communications practitioner on
Making the Reporter’s Job Easier
staff and others flow media calls
through the office of the director
Most reporters are dedicated,
of education. Many boards use the
well-meaning individuals who are
chair as the key spokesperson for
usually facing time pressures. They
the board. Use the protocol that
may well be pursuing several
works best for your board. The key
stories in a single day, against the
is to remember that the media
clock – with hourly or daily
require a consistent and available
deadlines.
spokesperson. The board must be
able to present its side of the story
126
within media deadlines. A reporter
Maintaining a Working Relationship
forget it. However, tell the reporter
covering a contentious issue at the
The best way to develop a working
about important mistakes. He or
board or an incident at one of your
relationship with the media is to be
she can write a correction for the
schools has probably been sent
an accurate source of information.
next day’s paper. For many news
there by an assignment editor. The
This does not mean that you must
outlets, the correction is made to
reporter has only a few hours to
tell reporters everything you know
the online version of the story and
turn in the finished story.
or answer all their questions. It
subsequent searches of the outlet’s
Never turn down a reporter’s request
simply means that the easier you
database will turn up this corrected
make their job, the more likely they
version. If you are still not satisfied
are to return to you for information,
with the reporter’s response, talk
quotes, and your opinion on issues.
to the reporter’s editor. If that
Every time you speak to the media,
doesn’t work, send a letter to the
it’s an opportunity to communicate
editor or director of the news
your message on the issue of the day.
outlet. If the problem is with a
for an interview, especially when it
involves what you perceive to be
bad news. If you won’t cooperate,
the reporter will inevitably get
information from other sources,
including those with less knowledge
or an axe to grind.
Make sure you understand what
the reporter wants and how the
material is to be used. For example,
it could be a 30-second clip on the
nightly news, a feature radio
documentary, or an analysis piece
for his or her newspaper.
Complaining About Media Coverage
newspaper, you can also contact
the Ontario Press Council (890
There are occasions when trustees
Yonge Street, Suite 200, Toronto
feel unhappy about the outcome of
ON M4W 3P4; telephone 416-
their dealings with a reporter in a
340-1981; email: info@ontpress.
newspaper story or television
com; www.ontpress.com ). Keep
broadcast. Before voicing your
notes of your interview with the
unhappiness, ask yourself whether
media so that third parties can
you have a genuine grievance.
judge the facts for themselves.
It’s not difficult to anticipate what a
Reporters, who are trained to take
reporter’s questions will be if he or
notes, tape their interviews, and
she is calling about a specific issue.
accurately report what the interview
But if you receive a call unexpectedly,
subject said do not want to develop
you have the right to ask for a
a reputation for sloppy work. If you
reasonable amount of time to
overreact, you could damage your
gather information and prepare
relationship with the reporter, who
your thoughts.
may well write about you or your
Make sure you agree in advance
school at some future point.
about the conditions of an interview.
If your problem is with the story’s
The most satisfactory condition for
headline, bear in mind that a
both parties is “on the record”. This
newspaper headline is not written
means that the reporter can use
by the reporter but by a copy editor
and quote anything that you say.
who has to distill the essence of the
If you are acting in your official
story into a few words. Often
capacity as a board trustee, it is
complaints are registered against
expected that you will speak openly
reporters about headlines they
and on the record, particularly in a
did not write.
crisis situation.
Reporters do sometimes make
mistakes. If the error is minor,
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
127
Social Media
or you could just sit down with
out through social media, but
Twitter, Facebook, YouTube,
staff in an informal Q&A meeting
always keep in mind the following
Pinterest, Tumblr – social media
to get their advice on the practices
pieces of advice:
feeds are everywhere. Some people
that would be best for you in engaging
• Engaging on social media can
may not use the tools themselves,
with your unique local audience.
but no one can deny their potential
communicative power. They offer
the capacity to have an informative
and interesting Twitter debate,
discuss local issues directly with
Objectives
Before launching into social media,
users with public profiles should
write down their objectives, which
constituents on Facebook, or
may include:
participate in a successful YouTube
• Being accountable and transparent
video campaign.
Printed school newsletters may be
to the ward community.
• Extending the reach of strategic
show that you demonstrate a
genuine interest in reaching out
to and engaging your constituents.
Twitter is one of the best ways
for you to engage one-on-one
with community members,
staff and students. It is a great
way to foster positive relationships
with constituents – some of
whom you may never meet in
person.
going the way of the typewriter.
messaging by building relationships
Twitter, classroom and school blogs,
with relevant social media
website and Facebook pages are
users including school board
anticipate future policy minefields
changing the way families get news
stakeholders, other trustees,
and ask constituents for their
from their local community school.
journalists, bloggers and the
views in advance of boardroom
Trustees across Canada are turning
wider education community.
debate. Constituents will
to Twitter and Facebook to reach
their constituents and build support
for issues affecting students, staff
and local communities. If you haven’t
considered using an online social
media platform to communicate
with your community, it may be
time to evaluate the pros and cons.
You will probably find that your
school board has staff expertise in
the areas of social media and digital
communications. You might ask for
a training session before signing up
• Providing leadership and
• Social media can be used to
often appreciate the added
credibility in the education
opportunity to provide their
field by increasing visibility
views on the issues that impact
in online communication
their community.
channels.
• Monitoring Twitter for
• Don’t let your social media
accounts go stale. Send out a
mentions of yourself and your
tweet (or two or three) at least
ward, while engaging with
every day. You won’t gain a
critics and key influencers to
large following if you tweet
address potential issues and
once every few days or less. Be
correct factual inaccuracies.
engaging, punchy, succinct and
• Providing a low-barrier method
for constituent feedback and
interaction.
• Giving live coverage of school
humorous when appropriate
to make your tweets, and
therefore the information
you’re conveying, stand out.
board events for those who
These are the qualities that will
cannot attend.
keep your content interesting:
Your Social Media Presence
Just as with planning other forms
of communications, there are no
rigid rules for getting your message
• Varied – Cover a broad base of
content types – pictures, text,
audio – and sources to keep
your followers interested.
•L
ively – Don’t just regurgitate
press release headlines. Your
posts should be written in
conversational English.
•T
imely – Posts should be about
issues of immediate relevancy or
upcoming events/opportunities.
•C
redible – Posts can occasionally
have a funny hook but their
connection back to your priorities
and objectives should always be
defensible. If possible, there
should be hyperlinks to related
content or a call to action.
• I nclusive – In keeping with the
knowledge-sharing culture of
social media, you should often
take the opportunity to link to
relevant content from a diverse
range of sources other than your
and a reliable filter of high quality,
relevant information.
Often, the hardest part of maintaining
social media accounts is coming up
with great content every day. It is
quite likely that you already stumble
on plenty of interesting and
educational pieces to link to in your
everyday life. These can include:
news releases, official school board
letters and statements, new board
campaigns and initiatives, great
YouTube or other web videos you’ve
come across, or sharing of your
followers’ content and live
tweeting at events.
Aim to establish yourself as a
“thought leader” in your community
– sharing relevant research, events,
awards and news from elsewhere
can position you as a trusted source
statements and news releases
sent to your community and
own school board or website.
Content
• Add the link to all newsletters,
Promotion
Once you’ve decided what your
objectives are, who and how you’d
like to engage, and what you’re
going to be posting, the final piece
in your social media planning process
should be promotion. Your
constituents need to know you’re
on Twitter, Facebook or YouTube.
Here are some ways to grow your
audience:
• Post a prominent link on your
the media.
• Email or call key stakeholders
in your ward letting them know
you’re now on social media.
Finally, don’t worry if your audience
doesn’t grow as quickly as you
thought it would. Social media
audience growth takes time. It’s an
organic process that builds as you
earn the trust of those in your field.
Remember – your followers should
be judged by quality, not quantity.
personal website, Facebook
Having 25 local leaders reading
page or blog.
your tweets every day can be far
• Ask your friends, coworkers and
other trusted connections to
promote you proactively from
their social media accounts.
• Add a link to your social media
account in your email signature.
more effective than having 2,000
followers spread out across the
globe, the majority of whom you
will never meet or engage with
professionally.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
Appendix A
130
ASSOCIATION DES CONSEILS SCOLAIRES
DES ÉCOLES PUBLIQUES DE L’ONTARIO (ACÉPO)
439 University Avenue,
Mission
ACÉPO supports its members in promoting and
defending French-language secular education.
Suite 800
Toronto, ON M5G 1Y8
Vision
Telephone: 647.499.4261
Throughout the province, Ontarians have equitable
E-mail: [email protected]
access to French-language public education of the
Website: www.acepo.org
finest quality.
Facebook: www.facebook.com/ACEPOntario
Twitter: https://twitter.com/ACEPOntario
What Is ACÉPO?
The vibrancy of French-language public education is
Values
ACÉPO is a democratic association whose actions
are grounded in respect, integrity, inclusion, and
transparency.
the focus of our association.
The Association des conseils scolaires des écoles
Who Are Its Members?
publiques de l’Ontario is a not-for-profit organization
The Association consists of the French-language
that represents all French-language public schools in
public school boards and their trustees who
the province of Ontario. Enrolment in our system has
represent their constituents across the entire
increased by 50% over the past fifteen years.
province of Ontario.
The Association’s mandate is to:
• Conseil des écoles publiques de l’Est de l’Ontario
• assist its members in the sustainable development
of Ontario’s French-language secular education
system and vitality;
• ensure that Ontarian’s constitutional right to
secular French-language is respected and to
advocate for adequate funding of schools,
operations and capital expenditures;
• act as the statutory employer bargaining agency
for our school boards in the collective bargaining
process at the central level.
- www.cepeo.on.ca
• Conseil scolaire public du Grand Nord de
l’Ontario - www.cspgno.ca
• Conseil scolaire public du Nord-Est de l’Ontario
- www.cspne.ca
• Conseil scolaire Viamonde – www.csviamonde.ca
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
What Exactly Does ACÉPO Do?
ACÉPO provides a range of
resources and services to its
members to support them in the
ACÉPO offers communication,
policies. It also facilitates and
networking and coordination
encourages discussions with
among all French-language public
jurists, elected officials, senior
school boards and their trustees.
staff from the Ministry of
role of providing students with
ACÉPO provides representation,
high standards programs and
information, and research
services in appropriate facilities.
regarding its members’ concerns
ACÉPO encourages continuous
and interests.
Education and other relevant
experts.
Areas of Activity
Collective bargaining
measurable improvement in
ACÉPO facilitates partnerships
students’ education, programs,
with those who share common
and services. The goal is to
objectives and increases
help school boards ensure that
efficiencies when possible.
boards cooperates with the
ACÉPO ensures that its members
board/trustees’ associations as
are current with respect to issues
management partners in the
of the day, new legislation and
preparation and bargaining of
students reach their full potential
in school and in society and
thereby invigorate and sustain
francophone communities.
131
ACÉPO as the statutory employer
bargaining agency for our school
Crown and the other school
132
central agreements with bargaining
Political Advocacy
province receive equitable
agents representing teachers and
ACÉPO communicates with all
funding. ACÉPO prepares position
support staff.
levels of community and govern-
papers on various funding issues.
ment. In particular, ACÉPO
French-Language Education –
Student Programs and Services
ACÉPO supports its members’
requirements in the areas of
maintains close contact with the
Minister of Education, senior
government staff, and MPPs from
all political parties.
Communications and Media
Relations
ACÉPO publishes news releases
and responds to media requests.
curriculum, evaluation, learning
ACÉPO gives input to the
ACÉPO also endeavours to ensure
programs, and special education
Legislative Standing Committees
that issues affecting French-
policy and is proud to support the
on specific matters.
language school boards are
improvement of students’ results
in literacy and numeracy and
other skills.
ACÉPO works hand-in-hand
to ensure that the Ontario
government’s French-language
ACÉPO expresses its opinion to
the Ministry of Education and the
funding of the French-language
Legal Support
public education system.
ACÉPO retains the services of
Within the context of a publicly
French-language public schools
funded educational system,
and communities.
ACÉPO assists its members to
both provincial and federal
government initiatives.
ACÉPO works to develop Frenchlanguage infrastructure within
Ontario.
ACÉPO supports the Frenchlanguage community and early
learning education. One of our
projects is www.bientotlecole.ca
ACÉPO cooperates with
educational organizations
within Ontario and at the
national level.
ACÉPO participates in a number
of committees, task forces, and
working groups.
ACÉPO serves on the board of
directors of the Fédération nationale
des conseillères et conseillers
scolaires francophones (FNCSF).
media reports.
Ministry of Finance regarding the
policies protect and enhance
ACÉPO continuously monitors
accurately represented in
ensure that all students in the
a law firm to represent it and
support advocacy efforts on
behalf of its members.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
Appendix B
134
ASSOCIATION FRANCO-ONTARIENNE DES
CONSEILS SCOLAIRES CATHOLIQUES (AFOCSC)
110 Drewry Avenue
Toronto ON M2M 1C8
Phone: (416) 250-1754
Fax: (416) 250-7025
E-mail: [email protected]
Website: www.afocsc.org
History
On January 1, 1998, after lengthy political, legal, and
constitutional efforts, the Ontario government gave
the Franco-Ontarian community the power to
manage its elementary and secondary schools.
Traditionally shut out of the tightly knit circles of
political power and Ontario’s educational community,
the province’s Francophones have become full-fledged
stakeholders in the education system through new
district school boards.
fostering excellence, success and personal
development for all our students.
Vision
The Association franco-ontarienne des conseils
scolaires catholiques is a leader in ensuring the
growth and vitality of the French-language Catholic
education system in Ontario.
Organizational Values
EXCELLENCE:
AFOCSC provides strong professional expertise in
Catholic and French education, and creativity in
providing services that ensure success for all its
member boards.
COLLABORATIVE LEADERSHIP:
AFOCSC values consensus building and networking
among Catholic school boards, community partners
and governments in order to strengthen the
connections that support growth of the French
The community manages its education facilities, the
language Catholic system in Ontario.
accompanying financial and material resources, and
RESPECT:
the future of its student population. Since governance
was granted the new French-language school boards
have worked to improve the education system and its
students’ success.
To support them in carrying out this new responsibility,
the Catholic school boards established AFOCSC.
AFOCSC infuses in all its interactions a culture of
mutual respect, integrity in decision making and the
value of social justice.
COMMITMENT TO CATHOLICISM
AFOCSC stands strong in its commitment to transmitting
Christian values through the expression of its faith in
Jesus Christ.
Raison d’être
CULTURAL IDENTITY:
In serving its members, the Association franco-ontarienne
AFOCSC, in all its communications, promotes and
des conseils scolaires catholiques is the voice of the
conveys pride in the French language, the Catholic
French-language Catholic school boards in Ontario.
faith and the diverse Franco-Ontarian culture to
AFOCSC reinforces within the community and with
ensure the visibility and vitality of the French
governments the importance of Catholic education in
Catholic education system.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
135
AFOCSC is governed by an
trustees, elected every four years
provincial and federal political
11-member Board of Directors,
by the taxpayers who fund French-
parties, and respond publicly to
composed of a representative
language Catholic education. More
issues affecting French-language
from each of the eight school
than 70,000 students attend French-
Catholic education in Ontario.
boards, a student trustee, the
language Catholic schools across
Executive Director of AFOCSC
Ontario. Francophone Catholic
Our responsibilities include:
and a bishop in the role of moral
boards operate more than 265
adviser. The provincial office, located
elementary and secondary schools.
in Toronto, is managed by the
executive director. The association
• Strategic positioning and
advocacy to ensure that
government policies and
programs reflect the needs and
Member Services
expectations of francophone
One of AFOCSC’s main functions is
Catholic school boards, their
to offer services to its membership.
schools, their students and
and cooperation among the French-
School boards belonging to the
their parents, as well as those
language Catholic school boards.
AFOCSC, as well as Francophone
promotes the interests of its members
to government authorities and
encourages consensus building
Catholic school communities, can
A Community of Faith and
Learning
Since 1998 when French
Language school boards were
officially established in Ontario,
• Presenting position papers
make use of our services and
to Parliamentary committees
resources:
on draft legislation;
• Review and analysis of
• Actively participating in
provincial regulations and
budget planning around
legislation;
education funding and
the Association franco-ontarienne
• Leadership and information
des conseils scolaires catholiques
on school funding issues;
has supported and promoted the
• Information sharing in order
interests of French Catholic
to facilitate understanding of
education in the province.
and response to government
AFOCSC is a central point of contact
initiatives as they are
when it comes to disseminating
implemented;
information from the Ministry of
of taxpayers;
• Meetings and information
presenting finance briefs to
the Education Minister and
senior finance officials;
• Collaborating with various
government stakeholders
regarding the sustained
development of Frenchlanguage Catholic education
in Ontario.
Education on matters such as
workshops to help school
education funding and government
trustees exercise their political
As the voice of its members, the
initiatives that have an impact on
roles;
association takes part in a number
French language education.
• Professional development and
AFOCSC works with government
a forum for political discussion
at the provincial and federal
at our Annual General Meetings.
levels to promote the needs and
perspectives of the eight Frenchlanguage Catholic school boards
and their developing network of
schools.
Government relations
AFOCSC advocates for Frenchlanguage Catholic education in
Ontario. We monitor government
The AFOCSC is an official service
activity, contribute to decision-
provider to over 100 school board
making processes, liaise with
of committees, consultations, and
discussions regarding issues of
importance to French-language
Catholic education, such as
curriculum reform, education
funding, early childhood
education, the Ontario budget,
and special education. The
association works to build
consensus among Francophone
136
board of directors of the Fédération
the community to the national
Support for Initiatives linked
with AFOCSC’s Mission
level.
AFOCSC devotes time and
conseillers scolaires francophones
resources to a range of activities
(FNCSF) and maintains contacts
and initiatives that align with its
with all provincial and national
own mission. Some of these
organizations working for
include:
sustained development of
and Anglophone partners from
Catholic Education
In the view of AFOCSC, Frenchlanguage Catholic schools reflect
a unique philosophy of education.
• professional and faith
The schools and the boards that
development activities for
direct them are inspired by faith
trustees;
in Jesus Christ, a characteristic
• regional meetings with
nationale des conseillères et
education in Ontario and
throughout the country.
Facts About AFOCSC
that is evident in various aspects
trustees to discuss local
Together, the province’s French
of the schools’ learning
concerns;
Catholic boards are responsible
environment, such as the Catholic
curriculum, faith education,
pastoral support, and community
action.
Mission of French Catholic
Schools in Ontario
“Animated by the Spirit of Jesus,
rooted in the Christian community,
enriched by their Francophone
heritage, and focused on the student,
French Catholic schools act as
centres of evangelical life, liberating
learning environments, and agents
of social change for the Kingdom of
God... making a difference in our
world!”
This mission statement, shared
by the 8 French Catholic boards, is
outlined in the document Mission
2005 : L’école catholique de langue
française en Ontario, published by
the Assembly of Catholic Bishops
of Ontario.
• production of materials and
participation in initiatives to
promote French-language
Catholic education;
• help in coordinating World
Catholicism Week activities in
French-language Catholic
schools;
• development of partnerships
in collaboration with the Table
des partenaires en éducation
catholique en Ontario and
its Anglophone counterpart,
the Institute for Catholic
Education (ICE).
for delivering programs to
approximately 70,000 students in
Ontario. All of the boards – from
the smallest, with 550 students,
to the largest, with an enrolment
of nearly 15,000 – are working to
improve Catholic education. The
AFOCSC’s regular members are
the elected officials of the
following school boards:
• CSCD des Grandes Rivières
(Timmins)
• CSC Franco-Nord (North Bay)
• CSDC du Nouvel-Ontario
(Sudbury)
• CSCD des Aurores boréales
(Thunder Bay)
Our French-language Catholic
Education Partners
• CSC Providence (Windsor)
AFOCSC collaborates closely with
• CSCD Centre-Sud (Toronto)
the Assembly of Catholic Bishops
of Ontario (ACBO), the Office
provincial de l’éducation de la foi
catholique en Ontario (OPECO)
and the Conseil ontarien des
directions de l’éducation catholique
(CODEC). AFOCSC sits on the
• CSDC de l’Est Ontarien
(L’Orignal)
• Conseil des écoles catholiques
du Centre-Est (Ottawa)
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
Appendix C
138
ONTARIO CATHOLIC SCHOOL TRUSTEES’
ASSOCIATION (OCSTA)
20 Eglinton Avenue West, Suite 1804
Toronto ON M4R 1K8
Phone: (416) 932-9460
Fax: (416) 932-9459
E-mail: [email protected]
Website: www.ocsta.on.ca
child. All four systems teach students life skills that
prepare them for postsecondary education or the
workplace and for their role as responsible citizens.
Trustees on Catholic school boards have the same
powers and responsibilities as those on public boards.
Although they have much in common with the
public boards, Catholic school boards have a
philosophy of education that is distinct.
Twitter: @CatholicEdu
The Catholic school is an integral part of the Church’s
Facebook: www.facebook.com/
mission to evangelize youth. Catholic parents send
CatholicEducationInOntario
their children to Catholic schools expecting them to
be socialized into a faith community in which a
Mission
Christ-centred approach is central to instruction in
all subject areas. Catholic schools provide a complete
Inspired by the Gospel, OCSTA provides leadership,
academic program in an environment that integrates
service, and a voice for Catholic school boards in their
religious instruction, Gospel values, and spiritual
goal of promoting and protecting Catholic education
formation into all aspects of the curriculum.
in Ontario.
The Catholic school is a faith community in which
spirituality and the witness and practice of faith are
The Voice for Catholic Education in Ontario
lived out in the daily experiences of staff and
OCSTA is the central provider of professional services
students. Religious instruction is not confined to
to 237 trustees elected by Catholic ratepayers every
four years. The Association is managed by a board of
directors made up of 18 Catholic school trustees,
representing regions from across the province.
Approximately 600,000 students in Ontario attend
Catholic schools. Catholic school boards manage over
1,300 schools in the province and hire approximately
36,000 teachers.
Goals
specific periods on a timetable. All subjects that deal
with social issues, moral values, and ethical decision
making are approached and taught from the
distinctive worldview reflected in Catholic beliefs,
traditions, and practices.
Roman Catholic trustees, who are elected by Catholic
ratepayers, carry out their role in alignment with the
convictions and commitments of the Catholic faith.
The same distinct role guides OCSTA in providing
services to its member boards. The association is the
sole representative of the province’s English-
Public and Catholic schools, both English- and
language Catholic district school boards. The
French-language, share the goal of offering nurturing
Association is also the central source of information
and healthy learning environments that support the
about government funding and initiatives affecting
successful education and development of the whole
the operations of Catholic District School Boards. In
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
139
issues affecting Catholic education
Government Relations
seminars for trustees and
in Ontario, OCSTA represents and
OCSTA is the leading advocate for
student trustees.
takes the view of all of the province’s
Catholic education in Ontario.
English-language Catholic boards
The Association monitors
directly to the Ontario government
provide opportunities for
government activity, contributes
and, when necessary, to the
trustees to address local and
to the decision-making process,
federal government. In this role,
provincial issues with peers
liaises with all provincial political
the association has safeguarded
and OCSTA representatives.
parties, and responds to issues
and promoted the interests of
affecting Catholic education at the
Catholic education for more
local, provincial and even national
than 80 years.
level. OCSTA’s responsibilities
include:
Services Provided to Members
• Developing advocacy positions
OCSTA’s member boards and local
to ensure that government
Catholic school communities
policies and programs meet
benefit from a number of OCSTA
the needs of Catholic school
services and resources, including:
boards, schools, students, and
• Review and analysis of
provincial bills and legislation
• Labour-relations support
• Leadership and information in
matters of education finance
• Resource and communications
materials to support the
promotion of Catholic
education at the local and
provincial levels
• Meetings and information
sessions to help school boards
understand and address
government initiatives, as they
occur
ratepayers.
• Presenting briefs on proposed
legislation to Standing
Committees of the Legislature.
• Supporting the provincial
budget planning process for
education by submitting an
annual finance brief to the
Minister of Education and
finance officials.
• Working with the government
on matters of concern to
Catholic school boards and
provincial education
stakeholders as a whole.
Supporting Distinctive
Expectations
An integral part of OCSTA’s
• Regional meetings that
• Production of materials to
assist boards in highlighting
aspects of the Catholic
dimension of our system.
• Support of pre-service and
in-service religious education
programs for teachers,
including the OECTA/OCSTA
Religious Education courses.
• Development and
coordination of resource and
communications materials for
the annual Catholic Education
Week program and
promotional campaign.
• Participating in system
partnerships through the
Institute for Catholic
Education.
OCSTA and Its Partners
OCSTA is represented on the
board of directors of the Institute
for Catholic Education, and the
Canadian Catholic School
Trustees’ Association. In addition,
the Association liaises regularly
with all provincial educational
associations.
mission is the establishment and
management of activities and
initiatives that enhance the
Catholic dimension of the school
system, and they include:
• Faith and professional
development conferences and
How to Access OCSTA Resources
To access OCSTA’s event calendar,
current briefs, publications and
the frequently published online
newsletter, the OCSTA Newsire,
please visit the OCSTA website at:
http://www.ocsta.on.ca.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
Appendix D
142
ONTARIO PUBLIC SCHOOL BOARDS’ ASSOCIATION
(OPSBA)
The association also believes that excellence in
439 University Avenue, 18th Floor
• promoting high standards of individual
Toronto ON M5G 1Y8
Phone: (416) 340-2540
education is achieved by:
achievement;
• providing the understanding and basic skills
Fax: (416) 340-7571
required for active, compassionate participation
E-mail: [email protected]
in the life of the family, community, province,
Website: www.opsba.org
nation, and global society;
Twitter: #OPSBA_official
What Is OPSBA?
The Ontario Public School Boards’ Association
(OPSBA) represents public district school boards and
public school authorities throughout Ontario, which
together serve more than 1.2 million elementary and
secondary students. The association advocates for the
best interests and needs of the public school system
in Ontario. OPSBA is seen as the credible voice of
public education in Ontario and is routinely called
on by the provincial government for input and advice
on legislation and the impact of government policy
directions.
Statement of Mission and Beliefs
• cultivating a love of learning;
• recognizing the value of diversity among learners
and communities; and
• exploring creative educational alternatives.
OPSBA believes that to maintain excellence the
public school system must be accountable to the
community it serves and must work to fulfil its
mandate through building strong community
partnerships. The association also believes that local,
democratically elected school boards play a key role
in ensuring that schools remain responsive to both
provincial program requirements and local needs
and resources.
OPSBA’s mission is to promote and enhance public
Membership and Services
education by:
Public school boards reaffirm their membership in
• helping member boards to fulfil their mandates;
• developing effective partnerships with other
groups interested in public education; and
• providing a strong and effective voice on behalf of
public education in Ontario.
OPSBA believes that the role of public education is to
provide education for all students, regardless of their
ethnic, racial, or cultural backgrounds; social or
economic status; individual exceptionality; or
religious preference.
OPSBA annually by a resolution of the board and
payment of the annual membership fee. Individual
trustees do not pay membership fees. Once a board
has joined OPSBA, all board trustees are automatically
members of the association and can fully participate
in all association activities, programs, and decision
making. In this way, a public school board is a corporate
member of OPSBA. OPSBA services are designed to
benefit and meet the needs of boards as corporate
entities, as well as meet the individual needs of trustees.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
143
All public boards are members of
and exchange ideas directly with
by influencing government
OPSBA for many good reasons.
political leaders, senior Ministry
legislation and policy and by
These include high-quality services,
of Education staff, federation
providing valuable services to
the collective influence the
leaders and legal experts. This
member boards in ways that are
association has on provincial
exchange of perspectives is highly
much more cost effective than
government decisions, participation
valued by member board trustees
would be the case if individual
in government work groups and
and regarded as an important and
boards acted in isolation.
committees that develop education
essential part of their role.
policy, and the money saved
School board trustees throughout
the province benefit from
Key Service Areas
participating in the association’s
Labour Relations
grassroots operational and policy
Under provincial legislation
development mechanisms.
OPSBA is the designated bargaining
Through various committees,
agent for public school boards in
work groups, regional councils,
central bargaining with teachers
The financial reasons for membership
and the board of directors,
and support staff in the province.
in OPSBA are matched by the
trustees are elected and/or
The association also provides
information resources that the
appointed by their peers to
member boards and other
association makes available to its
participate in all aspects of the
education stakeholders with
membership. OPSBA has established
association’s business, from
information on labour relations
a number of collaborative staff
influencing provincial policy
and human resources issues that
networks across the education
to planning conferences and
affect public school boards in
sectors. The association provides
honouring the contributions of
Ontario. Services to senior board
numerous opportunities for
fellow school board members
staff and trustees include: regular
member trustees to become
through annual awards.
meetings of the Provincial Labour
knowledgeable about vital
OPSBA is non-profit, non-partisan,
Relations Network; legal advice
democratically run and provides
and analysis on relevant
an increasingly effective, unified
legislation; an annual labour
voice for public education. It is an
relations symposium which
issue driven organization and
includes workshops on critical
exists to serve its member boards
emerging issues. Through the
through collective action. Every
member board saves its annual
membership fee many times over
through the ongoing initiatives
and cost-saving measures that
OPSBA undertakes on their behalf.
emerging issues, such as the
implications of new legislation
and policies. The Association
ensures as well that its members
have opportunities to hear from
Ontario Education Services
Corporation, OPSBA offers access
to the OESC Provincial Portal
which provides authorized users
with information on negotiations
as well as a comprehensive
searchable database of collective
agreements, legal opinions and
arbitration decisions. This is a
restricted access database
available to public, Catholic, and
French Language school boards
in Ontario.
144
Programs and Student Services
education sector partners.
While the Legislature is in session,
OPSBA advocates for its member
The OPSBA Finance Database
OPSBA staff issue a legislative
boards and for all public school
students on matters of curriculum
and program, student assessment
matters, special education policy
and student well-being. This is
done through OPSBA participation
on ministry committees and work
teams, information sharing, position
papers, and OPSBA events and
meetings that ministry officials
attend.
OPSBA actively supports measures
aimed at improving student
achievement and provides input
in a range of areas including
allows the association to deliver
messages regarding education
finance with accurate, current
information. Member boards
can also contact OPSBA staff with
requests for data and analysis.
OPSBA’s Finance Technical Team
is a group of business officials from
member boards that advises the
association on issues relating to
the development and enhancement
of the OPSBA Finance Database.
The team also advises the
association on the technical
aspects of government finance
synopsis detailing the events that
occurred that are relevant to the
education sector. This synopsis
gives trustees and board staff the
opportunity to quickly ascertain
what discussion occurred in the
Legislature about an issue of
concern to them, as well as
information on any debates that
took place and the results. Where
draft legislation directly affects
school boards, OPSBA frequently
makes submissions to the
legislature and presents at
legislative standing committees.
announcements.
Lobbying on federal issues is
health, strategies related to First
Energy
School Boards Association (CSBA),
Nation, Métis and Inuit education,
OPSBA actively tackles the problem
of which OPSBA is a member.
full-day kindergarten and the
of rising energy costs on behalf of
These include issues related to
integration of technology in
school boards. As a leader, through
First Nation, Métis and Inuit
learning and teaching.
OESC, in the Ontario School
education, 21st century education,
Energy Coalition, the association
student health and wellness, and
has contributed to achieving
fair copyright practices.
curriculum review, student success
initiatives, child and youth mental
Education Finance
Lobbying and increasing public
awareness on education finance
issues are priorities for the
Association. OPSBA monitors,
substantial and sustainable energy
savings for all school boards and
continues these successes through
energy intervention work at the
undertaken through the Canadian
Communications and Media
Relations
OPSBA is dedicated to promoting
Ontario Energy Board.
public confidence and community
legislation relating to education
Lobbying and Government Relations
OPSBA plays a key role in shaping
finance, and develops discussion
OPSBA directs the government’s
public opinion and influencing
and position papers on this topic. In
attention to the views of public
policy development on education
its submissions to the Minister,
school boards on policy affecting
issues through the print, broadcast
OPSBA consistently and
the boards, the publicly funded
and social media. OPSBA’s
successfully advocates for
school system, and children’s
Communications Networking
improvements in and ongoing
issues. The association routinely
group brings together school board
review of the provincial education
communicates with the Minister
communications officers and is a
funding model. This work is
of Education, senior government
valuable strategy for developing
frequently undertaken in
officials, and government members
and sharing approaches to positive
collaboration with OPSBA’s
from all political parties.
communications with the public
researches, analyzes and reports
to member boards on policies and
support for public education.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
around student achievement and
Professional Development and Board
well-being.
Management Services
OPSBA‘s website offers rich
Providing a rich program of
resources for member boards and
the general public. The website is
updated daily to ensure that vital
professional development for
member boards is critical to
supporting trustees in their
and timely information is available.
public education advocacy role.
Governance
meetings, workshops and seminars
Lobbying and public awareness on
focused on key education issues
education governance and the vital
are regularly offered to trustees
role of local democratically elected
and senior board staff. In addition
school boards are a priority for the
to engaging trustees in dynamic
association. OPSBA researches and
dialogue with leading experts on
reports to member boards on
trends in education, they provide
issues that affect school board
legal and other professional advice
governance, and monitors provincial
to member boards on matters
legislation for issues that affect a
such as school board operations,
school board’s ability to operate
conflict of interest, tendering
effectively.
practices, provincial laws and
OPSBA submits position papers to
regulations affecting school
the government on governance-
management, compliance on
related issues, developing its
school closures, copyright, and
positions by considering legal
government legislation. These
liability, corporate responsibility,
professional learning opportunities
and adherence to statutory
are designed to further develop
obligations.
and refine the management and
With the goal of advocating for an
education system that works for
Symposia, provincial and regional
leadership skills of public school
trustees.
children, families and communities,
In conjunction with partner
the association is vigilant in ensuring
associations in Ontario, OPSBA
that any legislative changes
offers free online professional
support and enhance school
development for trustees
boards’ governance structures.
including multimedia training
Legal Defence Fund
OPSBA maintains a legal defence
modules aimed at strengthening
skills and knowledge in school
board governance.
fund. When legal matters arise
that affect the interests of all
public school boards, this fund is
used to engage in necessary court
challenges and other initiatives
that protect member boards.
Ten good reasons why School
Boards belong in OPSBA
• Effective leadership in collective
bargaining
• Access to energy savings and
a range of education services
145
through OPSBA’s partnership
with the Ontario Education
Services Corporation (OESC)
• Effective lobbying on issues
that make a difference for
students: education funding,
child care, First Nations, Métis
and Inuit education, children
and youth mental health, safe
schools, special education,
technology in learning and
teaching
• High quality professional
development opportunities
for school trustees
• Media relations, social media
and information services
support on all key issues
• United and credible voice in
advocacy and action in
legislative and policy changes
• Democratic environment and
responsiveness to Member
Board needs
• Practical support for
complying with legislative
change: School Board
Collective Bargaining, Safe
Schools, Accessibility for
Ontarians with Disabilities
• Strategic relations with
education partners across
Ontario and Canada
• Respected source of
consultation by the provincial
government for all education
initiatives
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
Appendix E
148
CANADIAN CHARTER OF RIGHTS AND
FREEDOMS, SECTION 23:
MINORITY LANGUAGE EDUCATIONAL RIGHTS
Language Of Instruction
Continuity of language instruction / Application where
(3) The right of citizens of Canada under
subsections (1) and (2) to have their children
receive primary and secondary school
instruction in the language of the English
or French linguistic minority population of
a province
(a) applies wherever in the province the
numbers warrant.
number of children of citizens who have
23. (1) Citizens of Canada
such a right is sufficient to warrant the
(a) whose first language learned and still
understood is that of the English or French
linguistic minority of the province in which
they reside, or
(b) who have received their primary school
instruction in Canada in English or French
and reside in a province where the language
in which they received that instruction is the
language of the English or French linguistic
minority population of the province, have
the right to have their children receive
primary and secondary school instruction
in that language in that province.
(2) Citizens of Canada of whom any child has
received or is receiving primary or secondary
school instruction in English or French in
Canada, have the right to have all their
children receive primary and secondary
language instruction in the same language.
provision to them out of public funds of
minority language instruction; and
(b) includes, where the number of those
children so warrants, the right to have them
receive that instruction in minority language
educational facilities provided out of public
funds.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
Notes
150
1 The terms school board and
7 Exemplar documents for
board are used in this
subjects and courses are found
handbook to refer to district
at:
school boards and school
authorities.
http://www.edu.gov.on.ca/
eng/curriculum/elementary/
2 School structures can vary
and there is a growing
number of schools that are
structured to provide
programs for students from
Full-Day Kindergarten
through Grade 12 or Grade
7-12.
3 A committee of the whole
board or committee of the
whole is a board committee
that is made up of all of the
board’s members.
4 School Board Governance:
A Focus on Achievement, see
http://www.edu.gov.on.ca/
eng/policyfunding/grc/
grcReview.pdf
5 Education Improvement
Elementary documents:
index.html
Secondary documents: http://
www.edu.gov.on.ca/eng/
curriculum/secondary/index.
html
8 According to Ontario
Regulation 464/97, a local
association is an organization
or association that operates
locally and is affiliated with a
provincial body operating to
further the interests and
well-being of one or more
groups of exceptional
students.
9 Research drawn from: (Cotton
& Wikelund, 2001; Stelmack,
2005 (Fan & Chen, 2001)
(Feinstein & Symons, 1999)
Commission. The Road Ahead
(Melhuish, Sylva, Sammons et
II: A Report on the Role of
al., 2001) (Allen & Daly,
School Boards and Trustees,
2002), (Desforges &
(Toronto: Government of
Abouchaar, 2003).
Ontario, 1997). p. 11
http://www.edu.gov.on.ca/
eng/document/reports/eic/
road2/eic2.pdf
6 Information about Grants for
Student Needs is found on the
Ministry of Education website
at: http://www.edu.gov.on.ca/
eng/policyfunding/funding.
html
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
Glossary
152
ACÉPO
ASFO
Co-instructional activities
Association des conseils scolaires
Association des agentes et agents
Activities other than instruction
des écoles publiques de l’Ontario.
de supervision franco-ontariens.
that support the operations of a
The association of school boards
Members include supervisory
school and enrich the school-
and trustees serving Ontario’s
officers in French-language school
related experiences of students.
French public school system. (See
boards in Ontario. Related
(Also known in a more narrow
Appendix A in this handbook.)
associations include OASBO,
sense as extra-curricular
OCSBO, OCSOA, and OPSOA.
activities.)
Association des directions et
BLDS
COSBO
directions adjointes des écoles
Board Leadership Development
Council of School Business
franco-ontariennes. Members
Strategy.
Officials. Members include
ADFO
include school administrators in
superintendents of business or
French-language schools in
CMEC
senior business officials from all
Ontario. Related associations for
Council of Ministers of Education,
four school board systems.
principals include OPC and CPCO.
Canada.
Coterminous boards
AEFO
CODE
District school boards that serve
Association des enseignantes et
Council of Ontario Directors of
all or part of the same
des enseignants franco-ontariens.
Education. Members include
geographical area.
The French-language affiliate of
directors of education from all
the Ontario Teachers’ Federation.
four school board systems –
DSB
English and French public, and
District school board.
AFOCSC
English and French Catholic. (See
Association franco-ontarienne des
also ECCODE and CODELF.)
conseils scolaires catholiques. The
ECCODE
English Catholic Council of
association of school boards and
CODEC
Directors of Education. Members
trustees serving Ontario’s French
Conseil ontarien des directions de
include directors of education for
Catholic school system. (See
l’éducation catholique. Members
English Catholic school boards.
Appendix B in this handbook.)
include the directors of education
(See also CODE.)
from the French-language
AGÉFO
Catholic school boards. (See also
ECE
Association des gestionnaires de
CODE.)
Early Childhood Educator. Works
l’éducation franco-ontarienne.
in a team with a teacher in
Members include managers in
CODELF
French-language school boards in
Conseil ontarien des directions de
Ontario.
l’éducation de langue française.
Members include Frenchlanguage directors of education in
Ontario of both public and
Catholic French-language school
boards. (See also CODE.)
full-day kindergarten classrooms.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
EDU
First Nation(s)
Junior Division
Ministryof Education. An
The term used in this handbook in
Grades 4 to 6.
abbreviation used by the ministry
place of terms such as Indian or
in some of its publications.
Native to describe Canada’s First
LRA
Nations peoples. There are 133
Labour Relations Act.
EETF
153
distinct First Nations in Ontario.
MACSE
Education Equality Task Force.
A task force chaired by Dr.
FDK
Minister’s Advisory Council on
Mordechai Rozanski, that was
Full-Day Kindergarten programs.
Special Education.
appointed by the Ministry of
This program for four- and
Education to review aspects of the
five-year olds was put in place
MÉTIS
Student-Focused Funding model.
across Ontario by September
The Métis are a distinct aboriginal
The report by the task force,
2014.
people of Canada with a unique
commonly referred to as the
history, culture, language and
Rozanski Report, was released
GSN
in December 2002.
Grants for Student Needs.
territory.
MFIPPA
ELP
ICT
Municipal Freedom of Information
Early Learning Program. This is
Information and Communication
and Protection of Privacy Act.
the Full-Day Early Learning
Technology.
NTIP
Program for four and five yearolds which began its 5-year
IEP
New Teacher Induction Program
phase-in in September, 2010.
Individual Education Plan. A
– supports the growth and
special education plan developed
professional development of new
Elementary level
for a student who requires specific
teachers.
Junior Kindergarten to Grade 8.
services, supports and
(See also Primary Division, Junior
accommodations.
Division, and Intermediate
Division.)
OASBO
Ontario Association of School
Intermediate Division
Business Officials. Members
Grades 7 to 10.
include administrators from
EQAO
school boards throughout
Education Quality and
INUIT
Ontario. Related associations
Accountability Office. A crown
The Inuit are the Aboriginal
include ASFO, OCSBO, OCSOA,
agency established in 1996 to
people of Arctic Canada.
COSBO, and OPSOA.
achievements of students,
IPRC
OCSBO
schools, and school boards, using
Identification, Placement and
Ontario Catholic School Business
province-wide assessments of
Review Committee. A committee
Officials. Members include
students and other indicators.
made up of at least three
administrators in Catholic school
individuals, at least one of whom
boards throughout Ontario.
ETFO
is a principal or a supervisory
Related associations include
Elementary Teachers’ Federation
officer, who decide whether
ASFO, OASBO, CSOA, COSBO, and
of Ontario. An affiliate of the
individual students should be
OPSOA.
Ontario Teachers’ Federation,
formally identified as exceptional
representing English public
and, therefore, requiring special
elementary teachers.
education support.
measure and communicate the
154
OCSOA
and the Council of Directors of
OSSLT
Ontario Catholic Supervisory
Education (CODE) to provide
Ontario Secondary School
Officers’ Association. Members
services to school boards, e.g, a
Literacy Test. A province-wide
include supervisory officers for
school energy coalition which
test administered by the EQAO
Catholic school boards
intervenes at the Ontario Energy
and written by Grade 10 students.
throughout Ontario. Related
Board to effect savings for boards.
The test is based on the Ontario
associations include ASFO,
OASBO, OCSBO, and OPSOA.
curriculum expectations for
OLS
language and communication –
Ontario Leadership Strategy.
particularly reading and writing
OCSTA
– up to and including Grade 9.
Ontario Catholic School Trustees’
OPC
Association. (See Appendix C in
Ontario Principals’ Council.
OSTA/AECO
this handbook.)
Related associations include
Ontario Student Trustees’
ADFO and CPCO.
Association. The association
OCT
representing student trustees
Ontario College of Teachers. The
OPSBA
from both public and Catholic
Ontario College of Teachers
Ontario Public School Boards’
English-language boards.
establishes and implements
Association. (See Appendix D in
OSTA-AECO liaises with le
standards for certification,
this handbook.)
Regroupement des élèves
teaching practice, and
conseillers et conseillères
professional development. It also
OPSOA
francophone de l’Ontario which
accredits faculties of education.
Ontario Public Supervisory
represents students in both public
OCT is self-regulating professional
Officers’ Association. Members
and Catholic French-language
body, which may confer, suspend,
include supervisory officers in
boards.
or rescind the teaching certificates
public school boards throughout
of its members.
Ontario. Related associations
OTF
include OASBO, OCSBO, OCSOA,
Ontario Teachers’ Federation.
and ASFO.
An umbrella organization for the
OECTA
Ontario English Catholic
following affiliates: OECTA,
Teachers’ Association. An affiliate
OSR
of the Ontario Teachers’
Ontario Student Record.
OSSTF, ETFO, and AEFO.
PCAP
Federation.
OSS
Pan-Canadian Assessment Program
OEN
Ontario Secondary Schools,
conducted through the Council of
Ontario Education Number. A
Grades 9 to 12: Program and
Ministers of Education, Canada
number assigned to each student
Diploma Requirements, 1999.
tests random samples of students in
by the Ministry of Education to
facilitate data collection.
reading, mathematics and science.
OSSD
Ontario Secondary School Diploma.
OESC
PIC
Parent Involvement Committee.
Ontario Educational Services
OSSTF
Each school board is required to
Corporation. A non-profit
Ontario Secondary School Teachers’
establish a parent involvement
organization set up by the four
Federation. The federation
committee which provides advice
school board associations (OPSBA,
representing English public
to the board.
OCSTA, ACÉPO, and AFOCSC)
secondary teachers.
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities
155
PIRLS
School authorities
SET
Progress in International Reading
Governing bodies for school
Special Education Tribunal.
Literacy Study. An international
systems in remote or distinct
A tribunal established by the
assessment conducted through
communities that are not served
Ministry of Education to hear
the International Association for
by district school boards. In this
appeals made by parents who
the Evaluation of Educational
handbook, the terms school board
disagree with the identification
Achievement (IEA), involving a
and board are used to refer to
and/or placement decision made
random sampling of students in
both district school boards and
by a school board following a
over 30 countries. Ontario
school authorities.
meeting of an Identification,
students participate in this
Placement, and Review
School councils
Committee, and a subsequent
Advisory bodies composed of
meeting with an appeal board.
PISA
parents, community members,
The appeal proceeds before the
Programme for International
and others with a mandate to
tribunal as a formal hearing
Assessment. An international
provide advice to the school
between the parents and the
assessment in reading,
principal and the school board on
school board.
mathematics and science for 15
certain matters.
assessment.
TIMSS
year-olds conducted through the
Organization for Cooperation and
SEAB
Trends International Mathematics
Development (OECD) involving a
Special Education Appeal Board. A
and Science Study. Student tests
random sampling of students in
committee established by a school
conducted through the
over 30 countries. Ontario
board to hear an appeal of an IPRC
International Association for
students participate in this
decision, either for or against
the Evaluation of Educational
assessment.
identifying a student as
Achievement (IEA), involving
exceptional.
a random sampling of students
PPA
in over 30 countries. Ontario
Principal/Vice-principal
SEAC
students participate in this
Performance Appraisal.
Special Education Advisory
assessment.
Committee. A committee
Primary Division
established by each school board
Full-Day Kindergarten to Grade 3.
to monitor the board’s special
education programs, services,
Public school boards
and plans.
The non-Catholic English- and
French-language school boards.
Secondary level
Grades 9 to 12. (See also
SAL
Intermediate Division and Senior
Supervised Alternative Learning
Division.)
– relates to policies and programs
intended to re-engage young
Senior Division
people 14 to 17 years old who are
Grades 11 and 12.
not attending school and are at
risk of not graduating.
The Ontario Education Services
Corporation partners are:
Association des conseils scolaires
des écoles publiques de l’Ontario (ACÉPO)
Association franco-ontarienne
des conseils scolaires catholiques (AFOCSC)
Ontario Catholic School Trustees’
Association (OCSTA)
Ontario Public School Boards’
Association (OPSBA)
Council of Ontario Directors
of Education (CODE)