LEADERSHIP and GOVERNANCE IN ONTARIO EDUCATION May 1, 2018 Ministry - - PowerPoint PPT Presentation

LEADERSHIP and GOVERNANCE IN ONTARIO EDUCATION May 1, 2018 Ministry of Education

Ministry of Education

Minister Indira Naidoo-Harris

Student Achievement Division Indigenous Education and Well-Being Division French- Language Teaching, Learning and Achievement Division

Education Labour & Finance Division System Planning, Research and Innovation Division Early Years & Child Care Division

Student Support & Field Services Division Capital & Business Support Division

Corporate Management and Services Division Education Equity Secretariat

• 2.0 million students
• 27% of students born outside Canada
• 72 district school boards (12 French-language)
• 10 school authorities – 4 isolate boards, 6 hospital boards
• 700 school trustees including

22 First Nation Trustees and 126 student trustees

• 4,000 elementary schools
• 900 secondary schools
• 2,000 early childhood educators
• 126,000 teachers
• 7,600 Principals and Vice-Principals
• 72 Directors of Education, 400 Supervisory Officers

ONTARIO*

*approximate numbers

School Boards…

• Deliver publicly funded education
• Operate within a legal context set out largely in the

Education Act

• Have the power to do only what is authorized by

legislation

• Are corporations legally distinct from

the board of trustees

Four School Systems

Ontario ’s publicly-funded education system

English Public 31 district school boards 10 school authorities English Catholic 29 district school boards French Public 4 district school boards French Catholic 8 district school boards

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Fulfilling the purpose of education

“ The purpose of education is to provide students with the opportunity to realize their potential and develop into highly skilled, knowledgeable, caring citizens who contribute to their society.” Preamble to Education Act

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Excellence Equity Well-Being Public Confidence

All Learners

Ontario’s Renewed Vision for Education

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Ontario School Board Governance Framework

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Board of Trustees Director of Education Student Trustee(s) Supervisory Officer Supervisory Officer Supervisory Officer

Principal Principal Principal Principal Principal Principal

Elected Trustees

• 3 – 22 elected trustees in each board
• Elections every four years
• School trustees elect a chair each year in

December as well as vice-chair and committee chairs

First Nations Trustees

• Elected by band council(s) on boards with an

education services agreement for the education

• f First Nations students living on reserve
• Appointed to the board and deemed “elected

trustees” with same rights and responsibilities of the position

• Promote and advocate on behalf of First Nations

issues through trustee association First Nation/Indigenous advisory councils

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Student Trustees

• 1 – 3 student trustees in each board
• Elected annually for a one year term from

August 1 - July 31

• No binding vote but otherwise have virtually

same rights as elected trustees.

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Duties of the Board

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Multi-Year Strategic Plan

Set the Vision Develop Policy

Allocate Resources and Assure Accountability

Establish Goals and Monitor Progress

School Board Multi-Year Strategic Plan

Duties of Individual Trustees

(Education Act s. 218.1)

• Board as a whole has authority
• Board members (“trustees”) do not have

individual power or authority

• Decision are made “by resolution” -- in other

words, they vote

• Trustees consult with their communities and

bring their concerns and interests to the board table, but as a whole board, they must act in the best interests of all the students of the board

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Chair of the Board

(Education Act s. 218.4)

• Trustees elect the board chair each year
• Presides over board meetings
• With the director of education, establishes

board meeting agendas

• Ensures board members and student

trustees have information they need to participate fully

• Maintains board’s focus on multi-year plan
• Is the spokesperson for the board

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Director of Education

(Education Act s. 283)

• The “CEO”
• Hired by the board of trustees
• Reports directly to the board of trustees
• Manages the day-to-day operations of

the school board

• Implements, monitors and reviews the

multi-year plan with the board

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Ministry vs. Board Decision-Making

Minister School Boards

• allocates funds to school boards in

a fair manner using the education funding model

• develops curriculum
• sets policies and guidelines for

school trustees, directors of education, principals and other school board officials

• sets requirements for student

diplomas and certificates

• prepares lists of approved learning

materials

• administer the funding they receive

from the province for their schools, including the building and maintaining of schools

• prepare an annual budget
• determine the number, size and

location of schools

• establish a school council at each

school

• hire teachers and other staff
• enforce the student attendance

provisions of the Education Act

• ensure schools abide by the

Education Act and its regulations

Board Decision-Making cont..

• Boards have Advisory Committees that support board

decision making in strategic areas of interest for the board. Typically, the membership of committees includes trustees and community members.

• Mandatory Advisory Committees are the Special Education

Advisory Committee (SEAC), the Parent Involvement Committee (PIC), the Audit Committee and the Supervised Alternative Learning Committee (SALC).

• Most boards also have an Indigenous Education Advisory

Council (IEAC) whose role is to to advise the Board on matters relating to the education of First Nations, Metis and Inuit students.

Governance Partners

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The Ontario Public School Boards Association 31 district school boards, 4 school authorities, 6 hospital boards L’association franco-ontarienne des conseils scolaires catholiques 8 district school boards The Ontario Catholic School Trustees’ Association 29 district school boards The Ontario Student Trustee Association/l’association des élèves conseillers et conseillères de l’Ontario Representing English-language student trustees Association des conseils scolaires des écoles publiques de l'Ontario 4 district school boards Regroupement des élèves conseillers francophones de l'Ontario Representing French-language student trustees

Governance Supports

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• Ministry and trustee associations, Council of Ontario Directors of

Education (CODE), and Ontario Education Services Corporation (OESC) work closely to support trustees and directors in their governance roles.

Inclusive Governance Training for Trustees

Governance Supports

• The Leadership Collaboration and Governance Branch works

with the school board associations to build trustees’ understanding of and capacity to advance the process of reconciliation with Canada’s First Nations, Métis and Inuit peoples.

– Annual professional learning events for trustees aim to deepen understanding about treaty relationships and residential schools – A newly released trustee learning module about truth and reconciliation in Ontario schools – Resources for trustees include information aimed at improving understanding of Indigenous student achievement and well-being and increasing all knowledge and awareness of First Nation, Métis and Inuit histories, cultures and perspectives

Election Resources and Supports

• Increase public awareness and encourage public

participation in school board elections

• Guide to becoming a school trustee for candidates and

the community

• Guide to running an all-candidates’ meeting
• Public awareness campaign through newspaper ads,

promotional posters and social media

• Elections website where the public can access

information about their trustee candidates

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Student Voice

SpeakUp Projects:

Close to 1,200 grants of up to $1,000 awarded annually to support student-led projects.

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Students As Researchers (StAR):

Training for student-teacher teams in collaborative inquiry research to develop a research question, conduct the research and submit a report.

SpeakUp in a Box:

“Do-it-yourself” forum kit helps students to lead discussion in their schools about what can help students become more engaged in learning and school.

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2017 Governance Engagement

Following an engagement period with the education sector in 2017, a number of regulatory changes were made:

• 1. Student Trustees
• The number of student trustees in each board

would be increased to a minimum of two; and

• Boards would be given the flexibility of setting a
• ne or two-year term for student trustees.
• These changes would come into effect for the

student trustee term of office beginning in 2020.

2017 Governance Engagement

• 2. Trustee Honoraria (effective December 2018)
• Honoraria for trustees would be increased by

$400; and

• Honoraria would be provided to hospital board

and Centre Jules-Léger trustees.

• 3. Code of Conduct
• Boards would be required to have a publicly

available trustee code of conduct, and review the code on a regular basis

• 4. Electronic Meetings
• Board and committee chairs will be permitted to

participate electronically at board meetings, under certain conditions

Context

• In the renewed vision, leadership is identified as a

supporting condition for the achievement of the government’s education priorities.

• School leadership is second only to classroom

teaching in its impact on student achievement and well-being.

• School and system leaders create the conditions

for effective teaching and learning.

• Influence: exercise of influence toward the identification and

achievement of the organization’s vision and goals.

• Reciprocal Influence: rather than unidirectional.
• Relationships: exercised through relationships between and among

individuals, groups, and the settings in which they find themselves.

• Progress: is successful to the extent that it makes significant,

positive, and ethically defensible contributions to progress in achieving the organization’s vision and goals.

Definition of Leadership

The Ontario Leadership Strategy (OLS)

A comprehensive plan of action designed to support student achievement and well-being through a coordinated and strategic approach to leadership development. GOALS OF THE ONTARIO LEADERSHIP STRATEGY

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

• rganizations to strengthen their ability to deliver on

education priorities

Ontario Leadership Strategy’s Guiding Principles

• Partnership – build on networks in place.
• Individual and organizational development – promote

professional learning for leaders and districts.

• Alignment – engage all partners in learning from each
• ther; align ministry initiatives.
• Communication – engage in dialogue that supports

effective practice.

• Research – ensure that OLS initiatives are evidence-

based.

Personal Leadership Resources

Cognitive Resources

• Problem-solving

expertise

• Knowledge of school

and classroom conditions that directly affect student learning

• Systems thinking

Social Resources

• Perceive emotions
• Manage emotions
• Act in emotionally

appropriate ways

Psychological Resources

• Optimism
• Self-efficacy
• Resilience
• Proactivity

Board Leadership Development Strategy (BLDS)

Each school district in the province develops and implements a Board Leadership Development Strategy (BLDS). The four key areas are:

• Recruiting and selecting leaders through structured and innovative

succession planning

• Placing and transferring leaders in ways that sustain school and system

improvement

• Developing leaders through mentoring, performance appraisal, and

differentiated learning opportunities

• Coordinating support for leaders to protect them from distractions, make

information easily accessible, and assist them in building coherence across different initiatives

School and System Leader Mentoring

• The Ontario Leadership Strategy supports mentoring during

the first two years for a newly appointed leader at the school and system levels.

• In the face of multiple demands and priorities placed on

leaders, mentoring can accelerate learning, reduce feelings of isolation, and increase confidence and skill.

• Through the Board Leadership

Development Strategies , vice principal and principal mentors are trained at the school district level.

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The Important Role of Formal Leaders Influence, Motivate, Inspire

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The Important Role of Formal Leaders Influence, Motivate, Inspire

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The Important Role of Formal Leaders Influence, Motivate, Inspire

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The Important Role of Formal Leaders Influence, Motivate, Inspire

Contacts

Jordan Douglas

• Sr. Policy/Program Coordinator

Governance Team Lead Leadership, Collaboration & Governance Branch Ministry of Education (416) 325-4394

Brian Jones

Education Officer Leadership Development and School Board Governance Branch Ministry of Education (416)-212-7347

Miigwech