GDPI-PME 812-001Organizational Learning

Group PresentationJessica Whitehead, Victoria Wooldridge, William Zacheja

Organizations Backgrounds

Health Canada

● Created in 1919 as the Department of Health, after a few name change, in 1993 became Health Canada. ● Over 9100 employees● Operating budget exceeding 3 billion ● Focuses on providing healthcare to all canadian, provides information relating to health to educate

Ontario Ministry of Education

● Formed in 1990● As of 2015, there were 4893 elementary and secondary schools in Ontario● In 2015, over 131000 employed as Teachers, Administrators, and Early Childhood Educators. ● In 2015-2016, enrollment of students was just under 2 million.

● Established in 1953● 168 elementary school, 31 secondary schools, and 3 combined schools● 85,864 students it is the largest publicly funded Catholic School board in the world● First School opened in 1841 as a separate school.

Toronto Catholic District School Board

Canadian Society for the Study of Higher Education

Canadian Alliance of Student Association (CASA)

Canadian Bureau for International Education

● Charitable organization founded in 1970 and funded through membership fees, donations & grants ● Purpose to promote the advancement knowledge of higher education through publications and conferences ● Governed by an elected Board of Directors that meets 3 - 4 times a year ● Members include faculty from universities, colleges, polytechnics and institutes, graduate students,

practitioners, senior administrators, and public servants

● Not-for-profit organization founded in 1995 and composed of student organizations across Canada ● Purpose to advocate for students through policy, research, government relations, and

partnerships ● 21 members that represent over 250 000 students from across Canada. Membership is comprised

of undergraduate, graduate, and polytechnic association representatives

● Not-for-profit organization founded in 1966 and funded through membership fees and donations● Purpose is to act as a national voice to advance Canadian international education by creating and

mobilizing expertise, knowledge and leadership ● Membership consists of 150 colleges, institutes, universities, and school boards which enrolls over 1.2

million students

Ontario Federation of Independent Schools (OFIS)

Ontario Ministry of Education -- Secondary Schools

Independent Learning Centre

● Corporation established 1974 as a service organization for schools that are faith-based, culturally-based, alternative educational, special needs, community-based, and arts & athletics-based

● Current membership: approximately 139 schools, grades JK to 12, accounting for about 132,000 students or 6% of the entire Ontario student population

● Assists independent schools with meeting operating standards of the Ministry of Education● Provides professional development, Principal Qualification Programs, Additional Qualification courses

● Provincial government department dates back to 1876● Enrollment: approximately 700,000 students in more than 850 publicly funded secondary schools● Provides professional development, Principal Qualification Programs, Additional Qualification courses● 20th century reforms included:

○ 1960s -- Credit system developed, removing exit exams as requirement○ Late 1960s -- over 3,000 small boards consolidated into 170○ 1984 -- Revision of graduation requirements under Ontario Schools: Intermediate and Secondary Divisons (OSIS)○ 1995 -- Common Sense Revolution resulted in a standards-based core curriculum and the implementation standardized

testing

● Charity originated in 1926 when the Ontario Department of Education developed the Correspondence Courses program to provide elementary education living in isolated areas of Northern Ontario

● Secondary school courses became available by the 1950s and became the predominant focus● As of 2002 administered by TelevisionOntario (TVO) under mandate from the Ministry of Education● In 2015, approximately 20,000 students were enrolled in courses to earn diploma credits or prerequisites

Organizations Backgrounds -- by Victoria Wooldridge

Structures Summary: OFIS, MoE Secondary Schools, and ILCBy Victoria Wooldridge

The Ontario Federation of Independent Schools, the Ministry of Education’s Secondary Schools organization, and the Independent Learning Centre share overlapping or dovetailing stated goals. These stated goals are then reinforced by their obvious goals. OFIS, as the smallest organization, appears to have the simplest structure and chain of command, both laterally and vertically, of the three. Disagreements may be more quickly resolved, and decisions may be more quickly determined in OFIS and the ILC than they are in the Ministry. However, there are no organizational charts to be found for either OFIS or for the ILC to support this supposition. Communication chains are somewhat clear in the Ontario Federation of Independent Schools, but less so in the Independent Learning Centre, which is operated through Television Ontario, and are most complicated in the organization of Ontario Secondary Schools.

Human Resources Analysis -- OFIS (Part 1 of 3) -- Victoria WooldridgeIn the Ontario Federation of independent Schools, the staff and administration are highly diverse and highly educated.

In the documentation of their efforts to have private schools, their teachers, and their administrators recognized and treated respectfully and equitably, there is a strong sense of cooperation and unification through purpose and shared values. For example, in a letter composed jointly by the Ontario Federation of Schools with the Ontario Alliance of Christian Schools and League of Canadian Reformed School Societies, sent to the Ontario Ministry of Labour on September 18, 2015, there is evidence of a united effort within office and its partner bodies to address concerns with regard to how teachers and administrators are treated by the Ministry of Labour, and by Ministry of Education:

We thank the Ontario Ministry of Labour for their good work in establishing sound frameworks for Ontario workplaces, both large and small.

As leaders of private school groups in Ontario, we recognize the validity of the work of the Ministry in upholding employment standards and

ensuring that non-compliant employers are held accountable for improper employment practices. We understand that each year the

Ministry determines a list of employer categories for intentional review, a practise that we feel is proper given the Ministry’s mandate. In

2012, the Ontario Ministry of Labour listed private schools as a selected category of employers for review regarding compliance with the

Ontario Employment Standards Act and proceeded to make several school visits in the course of that year.

We do recall that this process involved a few of our member schools . . .

As leaders in the private school sector, we are also concerned about the current definitions of a “teacher” and how a strict interpretation of

this definition by the Ministry of Labour will impact our member school operations . . . (Barb Bierman, et. al.)

The letter indicates the willingness of OFIS to work cooperatively with educational organizations that share its mandate. In such a relatively small body of professionals, that sense of willingness must also be part of the general atmosphere, generated by its management and perpetuated by its staff, to ensure continued movement toward the stated and obvious goals or objectives.

Human Resources Analysis -- OFIS (Part 2 of 3) -- Victoria WooldridgeThe language also indicates a culture of shared protection of its members, staff, and management, against perceived

threats or pressures outside the organization and its partners:

We would also like to point out that our freedom to hire professionals of our choosing to take on the task of teaching is given to us by the

Ministry of Education.

With all this in mind, we suggest that the working definition of a teacher for Ministry of Labour purposes be stated as follows:

A teacher is a person who is a member of the Ontario College of Teachers (OCT) and/or a non-OCT teacher with special skills

employed by a public or registered private school board, for the purpose of delivering instruction to students. [emphasis original]

We believe this change of definition will place all teachers working in Ontario on the same footing, regardless of the educational institution

for which they work. (Ibid.)

This united attitude, the sense of a team working together to improve their working conditions as well as those of their employees, suggest that they are motivated and positive in their work, is pervasive throughout all OFIS communications. The Board and its staff have a vested interest in being open to new membership and cultivating an atmosphere of helpful, professional communication. This is evident in the sharing of reports and production of podcasts, webinars, regional sessions, courses, workshops, newsletters, and easily-accessed membership information by the Executive Director, Barbara Bierman, and Dave Bird, the OFIS Professional Development Coordinator.

In the recent past -- particularly the years 2013-2015, when there was an increase of constructive and positive outreach -- the management, staff, and membership of OFIS may not necessarily have been happy, due to a bump in conflicting news reports and surveys regarding the accessibility, suitability, and achievement rates of private schools versus public schools.

That kind of United attitude, the sense of a team working together to improve their working conditions as well as those of their employees, suggest that they are motivated and positive in their work. They may not necessarily be happy, because they are aware of how the government perceives them as non-publicly funded education facilities, however when they make progress they probably reported on the website as achievements in changing peoples perceptions and attitudes, therefore the conclusion is they do enjoy their work.

Human Resources Analysis -- OFIS (Part 3 of 3) -- Victoria WooldridgeStaff morale in the Ontario Federation of Independent Schools is likely challenged by the messages in articles such as

the Toronto Star’s “Do private schools provide a better education?” (Sachin Maharaj 6 April 2015), and “Ontario under fire for lack of oversight for private schools” (Olivia Carville 25 June 2015). While reports such as The Globe and Mail’s “The ABC’s of private education” (Shannon Moneo 26 Sep. 2013) provided some balance, the subsequent production of Public Attitudes Toward Education in Ontario 2015: the 19th OISE Survey of Educational Issues would have (re)introduced pressures on OFIS members to improve their overall performance and outreach:

On the issue of which schools should obtain public funding, we again find public opinion in gridlock. 41% support the status quo of public and Catholic systems; 34% favour a single public system; 23% would extend public funding to private schools. Support for private school funding does not primarily reflect a desire to “level the playing field” among religious groups. Only four per cent would restrict extending public funding to private religious schools, while 19% would fund all private schools meeting provincial standards. (Doug Hart and Arlo Kempf 2)

In addition to the persistence of public attitudes and perceptions, OFIS staff are aware, too, of having inconsistent support from the provincial government at best. However, when the Ontario Federation of Independent Schools make progress in improving communications, engaging policy-makers and social leaders in constructive discourse, it is duly reported on the OFIS website. This indicates that the membership welcomes the challenges that are part of their work, and to some extent, enjoy the task they have taken on as an organization.

That kind of United attitude, the sense of a team working together to improve their working conditions as well as those of their employees, suggest that they are motivated and positive in their work. They may not necessarily be happy, because they are aware of how the government perceives them as non-publicly funded education facilities, however when they make progress they probably reported on the website as achievements in changing peoples perceptions and attitudes, therefore the conclusion is they do enjoy their work.

Human Resources Analysis -- MoE Secondary Schools (Part 1 of 3) -- Victoria WooldridgeIn the Secondary School section of the Ministry of Education of Ontario, which accounts for 30.3% of all teachers

grades K-12 across Canada, (13% of which are secondary school teachers), the staff and administration tend to be highly diverse (although in lower-population areas in central, northern, and western regions, there is more homogeneity amongst employees and management), and highly educated with a Bachelor’s degree (54.1% Canada-wide), a university certificate of diploma above bachelor level (26.5%), a Master’s degree (16.1%), other qualifications based on experience (2.3%), or a Doctorate (.4%) (Pierre Canisius Kamazi, Marie-Claude Riopel, and Claude Lessard 2007 pp 2-3).

Personal connection: The feelings of secondary school staff and management with whom I have worked and had contact appear to vary depending on what level they work in (front-line vs top-tier) and how they perceive their role or understand their responsibilities. There is a pervasive sense of frustration that rises and falls depending on the freshness and extent of a directive from the upper-tier or the union that teachers perceive as interference with regular classroom activities, in concert with the stresses that come from dealing with apathetic and/or disruptive students:

Most respondents feel that teaching brings them great satisfaction (82.3% [elementary and secondary teacher respondents]). Approximately two-thirds of respondents (67.1%) believe that this profession allows them to utilize their capacity to the full (67.1%) and that they would chose to go into teaching once again if they had to start their life over again (66.8%). We note that 38% of respondents feel frustrated by the teaching profession, that 28.6% think that in another profession (not teaching) they would be better able to utilize their intellectual abilities, that 23.5% think about quitting teaching and that 22.4% feel that “they have had it” with teaching and working with students . . . A great proportion of respondents is satisfied with support from colleagues on a pedagogical level (70.3%). (Kamazi et. al. 13)

Human Resources Analysis -- MoE Secondary Schools (Part 2 of 3) -- Victoria WooldridgeIn Ontario’s public secondary school organization under the Ministry of Education, upper-tier individuals enjoy representing their communities and are motivated to engender positive change but get frustrated with the slow pace of bureaucracy and personal agendas. Middle-tier specialists such as technicians and curriculum coaches either embrace their responsibilities or resign after a period of discontent and stress. Front-line teachers either accept what they cannot change and move forward content in their jobs, or buck the system and forward grievances through union reps, or feel overwhelmed due to the stress of the job and take time off or resign. My experience with front-line secondary school teachers aligns with the findings of the 2007 survey:

[T]eachers especially mentioned the increased workload (92.7% [of elementary and secondary school teachers]), and the modification in their teaching approach (88.8%). They have also had to focus their teaching on the essential parts of the program (67.6%) and have adapted the way they teach because of the provincial exams (53.3%). A number of them have had to take additional training (81.4%), but 63.6% claim that they do not have enough time for professional development. (p 19)

With regard to relationships and interpersonal conflicts, “[m]any respondents claim that they are largely satisfied with the quality of relations with students (96.6%), the other teachers at the school (92.2%), the auxiliary staff (87.1%), non- teaching professionals (80.2%), parents (79.4%), school principals (75.7%) . . .” (Kamazi, et. al. 10). This connects with my experience as a public secondary school teacher in a school with a supportive and welcoming staff, administration, and student population. When interpersonal conflicts occur (on any tier of the organization), and are brought forward by individuals needing assistance, they tend to be handled quietly and internally by administration and/or officials from the Ontario Secondary School Teachers Federation. It is important to note that some staff are reluctant to bring their conflicts to attention due to long-reaching effects, such as complaints being placed in permanent files, or the length of time it takes to have a problem resolved by officials through mediation processes (OSSTF 2017).

Human Resources Analysis -- MoE Secondary Schools (Part 3 of 3) -- Victoria WooldridgeThe supportive and welcoming atmosphere of many Ontario secondary schools and corresponding school board

departments is upheld by the consistent provision of professional development for teaching, support staff, and administrative personnel (as mandated by the Ministry). Board-wide training initiatives include evidence-based teaching strategies, best practices, and curriculum updates, in alignment with School Improvement Plans; individual schools provide mentoring for new staff and potential leaders, as well as First Aid, Health and Safety training, and Epi-pen handling and training.

While the sense of support is evident, informal cliques also seem to exist throughout and on the various levels of the organization. From my observations, they appear to form based on mutual interests (e.g., sports, hunting, scrapbooking, travel), shared geographic location (e.g., homes and cottages centered around a specific body of water or neighbourhood), or social habits (e.g., after-work gatherings). These cliques form as older or established staff get to know new hires in the course of lunch breaks and PD discussions, and invitations are issued to off-work activities. Within the cliques and small work groups are relaxed, congenial conversations. Between them are flexible lines that bend or firm depending on what conflicts are occurring — for example, in response to a perceived slight or discomfort, some staff will minimize their contact or conversation with others to only what is necessary. However, they tend to be careful to avoid getting administration and OSSTF representatives involved, since the conflict would then go on the record, and remain professional in their demeanour in the course of their regular duties.

The unwillingness of organizational members to cause embarrassment or have a negative impact on the careers of their colleagues is a strong indicator of the teamwork and collegiality that exists throughout Ontario’s secondary schools and associated Ministry departments. Teachers, support staff, and their administration are largely protective of each other and enjoy the challenges and rewards of their jobs, particularly that of seeing students succeed.

Human Resources Analysis -- ILC (Part 1 of 4) -- Victoria WooldridgeThe Independent Learning Centre, as part of Television Ontario (TVO), hires independent contractors for specific

projects and terms, temporary part-time and full-time employees, and permanent employees. All are addressed in Article 6 of the Collective Agreement of the Canadian Media Guild with the Ontario Educational Communications Authority (TVO), though no specifics are given with regard to staff, teachers, or test supervisors who are employed by the ILC. It is challenging to find accurate information on which to assess the experience of working at this organization, but there are clues that can be helpful in painting the picture.

For example, I searched for reviews on the ILC and/or TVO in order to glean details about the staff from the experiences of clients who communicated and/or had face-to-face contact with them, or perhaps, interviews with current or former staff themselves. There were few results, but two were interesting. First, I discovered that the ILC currently operates a Facebook page in order to connect with students in a timely manner, providing updates on hours, changes to policy, and provide answers to questions as they arise. Given the nature of this source as social media, one would be wise to take the comments with a grain of salt. However, the level of detail in some of the comments, particularly the complaints, and in the responses is worth attention in what is revealed about employee practices and behaviours behind the scenes. In addition, the neutral job-lead service Glassdoor.ca also showed as a source of information about what it is like to work at TVO. Blogger Candice Nicholson cautions users to be wary of its reliability, yet notes it can still be a useful tool:

Glassdoor.com serves the job seeker in that they can scour the negative reviews to see if there’s a running theme. If a company has 10 reviews with half of them receiving less than 3 stars, applicants can go through the remarks, and make note of the writing styles. If they seem distinct in voice and vocabulary, it’s likely the feedback was written by different people.The site may be the business casual equivalent of Yelp, and dubious in its transparency, but it can provide insight if you want to be prepared for the worst.Glassdoor.com does offer information we wouldn’t otherwise have at our disposal. (“How Trustworthy is Glassdoor.com?)

Human Resources Analysis -- ILC (Part 2 of 4) -- Victoria WooldridgeDetails found on the organization’s social media page and an anonymous review site may appear to lack the credibility

of more traditional sources on the surface, but closer examination of specific postings are potentially revelatory.

The employee comments on Glassdoor.ca suggest that employees of the ILC and its managing body TVO need, and receive, an effective work-life balance, benefits, a degree of creative freedom, a comfortable pace of work, and a family-oriented environment protected by a union contract. There are expressions of excitement about new ideas, opportunities for professional development and job shadowing, and a desire for more collaboration. However, following this praise are also concerns about pressures to meet deadlines, conflicts between senior staff (who are accustomed to routine) and junior or new hires, who perceive that the workload is unequal; there is complain about a lack of clarity regarding roles and responsibilities, managers who are uninformed about the details of the work they are overseeing, micromanagement, disorganization, little motivation, and monotony. While these complaints could be dismissed as the work of disgruntled employees on their way out, the fact that the majority are written as part of “pro-con” commentary suggests that this is a reality in the workplace for at least some of the individuals who have provided their thoughts, as does the quality and type of language being used in each review. And many commenters included suggestions for how management could improve working conditions, indicating a sense of hope and an expectation of approaching change: “There are many silos, but changes are underway to reduce these. As a government agency there can be some red tape, but you can learn how to deal with this” (Former Employee 21 Feb. 2017).

The reviews provided by clients on the ILC Facebook page echo this pattern, with 20 1-star ratings (extremely poor) against 8 4-star and 16 5-star ratings -- a near match of positive to negative comments. The positive comments, including those of the page administrator, indicate experiences with ILC staff who are helpful, pleasant, professional, and informed.

Human Resources Analysis -- ILC (Part 3 of 4) -- Victoria WooldridgeThe reviews provided by clients on the ILC Facebook page echo this pattern, with 20 1-star ratings (extremely poor)

against 8 4-star and 16 5-star ratings -- a near match of positive to negative comments. The positive comments, including those of the page administrator, indicate experiences with ILC staff who are helpful, pleasant, professional, and informed. The negative, on the other hand, point to issues of apathy and a lack of effort being made behind the scenes. As one student noted, in a five-part critique,

1: [There is a] lack of effort and knowledge displayed by the teachers doing the grading. Recently, they decided that they will not re-mark assignments that did not receive a failing grade; meaning that if they marked you incorrectly they will not fix their mistake unless it was so grievous that it caused you to fail. . . . assignments are often returned with outright incorrect comments, lazily worded critiques that drip with apathy, and heavily biased grades that seem to depend solely on whether or not the teacher in question holds your particular opinion on a topic . . . 5: [It] often feels as if you are submitting your work to someone that has many personalities, yet you never know which will be grading you that day. (Torin Blatt 21 Aug. 2016)

The page administrator responded less than 24 hours later, point by point, with empathy and common sense:

I'll field these to the best of my abilities: 1. You haven't handed any homework in, so I'm not certain what you're basing your opinion on. It's possible that you've submitted homework other than by clicking the 'send your work' button located in your account. . . . if you get feedback from a teacher that doesn't meet with your needs, let us know. We'll get it straightened out. 5. All teachers mark according to Provincial standard - a three tier system (for simplicity's sake) - work is under par, at par, or over par. I'd say don't write for other people. Write for yourself and come what may, so it goes. Anything you deem to be marked unfairly? We have an appeal process for that. I'm sorry you feel like you're getting the short end of the stick, and hope you don't get board (sic) of education. (Adrien 22 Aug. 2016, edited 1 Sept 2016)

Human Resources Analysis -- ILC (Part 4 of 4) -- Victoria WooldridgeIf these reviews and responses are taken as a sample of real experiences, with some truth behind them, it might be concluded that the environment and culture at the Independent Learning Centre is inconsistent -- that it is a fulfilling and congenial workplace for some but lacking in challenge and order for others. Individuals looking for opportunities to develop their expertise with digital technology may find them; those seeking to collaborate and develop fresh ideas may not. Questions remain regarding standards of professionalism and whether they are supervised, reinforced, or upheld by management, and the degree to which employees feel empowered in their jobs. One thing is certain: the Independent Learning Centre is a tightly-guarded organization, putting its best face forward in order to attract new qualified professionals for its regular series of contract terms. It is likely as difficult for management to maintain a desired culture with a rotating staff as it would be for the staff to develop long-term, collaborative interactions, and thus few in this department of TVO are likely to be able to influence their work and larger organizational structure beyond the efforts seen by the ILC Team on their Facebook page.

Political:

OFIS, Ministry of Education, and ILC have stated goals that are clearly defensive and pointedly recognize the encroachment (word choice?) of other organizations.

Works Cited

“About Us.” TVO, The Ontario Educational Communications Authority (TVO), 2017, tvo.org/about/people. Accessed 29 July 2017.

Anderson, Stephen E., and Sonia Ben Jaafar. “Policy trends in Ontario education 1990-2003.” SSHRC Major Collaborative Research Initiatives Project 2002-2006, Working Paper no.1, Ontario Institute for Studies in Education of the University of Toronto, 2003, pp. 4-14, fcis.oise.utoronto.ca/~icec/policytrends.pdf. Accessed 14 July 2017.

Bierman, Barb, Jules DeJager, and Jason Heemskerk. “Letter to Ontario Ministry of Labour -- Changing Workplaces Review -- Public Consultations.” OFIS, 18 Sept. 2015, cirhr.library.utoronto.ca/sites/cirhr.library.utoronto.ca/files/ontario_workplace_review/Ontario%20Federation%20of%20Independent%20Schools.pdf. Accessed 3 Aug. 2017.

Blatt, Torin. “Seek other online schooling options, here’s why.” 21 Aug. 2016. www.facebook.com/torin.blatt/posts/10154415111012008:0. Accessed 3 Aug. 2017

Carville, Olivia. “Ontario under fire for lack of oversight for private schools.” Toronto Star, 25 June 2015, www.thestar.com/yourtoronto/education/2015/06/25/ontario-under-fire-over-lack-of-oversight-for-private-schools. Accessed 3 Aug. 2017.

Former Employee. “Great place to work!” glassdoor. 21 Feb. 2017. www.glassdoor.ca/Reviews/TVO-Ontario-Reviews-E159375.htm#. Accessed 3 Aug. 2017.

Kamanzi, Pierre Canisius, Marie-Claude Riopel, and Claude Lessard. “School Teachers in Canada: context, profil and work -- Highlights of a PanCanadian (sic) Survey.” Current Trends in the Evolution of School Personnel in Canadian Elementary and Secondary Schools. University of Montreal and the Social Sciences and Humanities Research Council of Canada, 2007, depot.erudit.org/bitstream/003042dd/1/Hightlights%20of%20a%20pancanadian%20survey.pdf. Accessed 3 Aug. 2017

Hart, Doug, and Arlo Kempf. “Highlights.” Public Attitudes Toward Education in Ontario 2015: the 19th OISE Survey of Educational Issues. Ontario Institute for Studies in Education of the University of Toronto (OISE), 2015, www.oise.utoronto.ca/oise/UserFiles/Media/Media_Relations/Final_Report_-_19th_OISE_Survey_on_Educational_Issues_2015.pdf. Accessed 14 July 2017.

Independent Learning Centre, Television Ontario (TVO), The Ontario Educational Communications Authority (TVO), 2016, www.ilc.org. Accessed 29 July 2017.

Adrien, ILC Team. Response to ILC review. 22 Aug. 2016. Edited 1 Sept. 2016. www.facebook.com/torin.blatt/posts/10154415111012008:0. Accessed 3 Aug. 2017.

“Inquiries, registrations up at private schools.” CTV News Kitchener, 15 Jan. 2013, kitchener.ctvnews.ca/inquiries-registrations-up-at-private-schools-1.1115901. Accessed 2 Aug. 2017.

Maharaj, Sachin. “Do private schools provide a better education?” The Toronto Star, 6 April 2015, www.thestar.com/opinion/commentary/2015/04/06/do-private-schools-provide-a-better-education. Accessed 14 July 2017.

Moneo, Shannon. “The ABCs of private education.” The Globe and Mail. 26 Sep. 2013. www.theglobeandmail.com/news/national/education/the-abcs-of-private-education/article14530589/. Accessed 14 July 2017.

Ontario Federation of Independent Schools, OFIS, n.d., www.ofis.ca. Accessed 12 July 2017.

Ontario Federation of Independent Schools BY-LAWS (Revised September 2013), OFIS, n.d., www.ofis.ca. Accessed 12 July 2017.

“Mediation Services Resource Bank (MSRB).” Ontario Secondary School Teachers’ Federation. OSSTF/FEESO, 2017, http://www.osstf.on.ca/en-CA/services/mediation-services-resource-bank-msrb.aspx. Accessed 3 Aug. 2017.

“Principal/Vice-Principal Performance Appraisal Technical Requirements Manual 2013.” Ontario Leadership Strategy, Queen’s Printer for Ontario, 2010 (2013), pp. 1-25, www.edu.gov.on.ca/eng/policyfunding/leadership/PPA_Manual.pdf. Accessed 27 July 2017.

“Secondary Education.” Ontario Ministry of Education, Queen’s Printer for Ontario, 2017, 30 Jan. 2017, www.edu.gov.on.ca/eng/secondary. Accessed 24 July 2017.

Shearer, Doug, Chairman of District School Board Ontario Northeast. Personal interview. 27 July 2017.

Unnamed OTF Member. "Blog -- Distance Education", The Ontario Federation of Teaching Parents, July 2003. ontariohomeschool.org/overheardm01/. Accessed 29 July 2017.)

Appendix

Appendix 1 - Structural Analysis notes

Structural Analysis -- STATED Goals -- Victoria WooldridgeOntario Federation of Independent Schools MoE -- Secondary Schools Independent Learning Centre

Determined by a Board of Directors:

a) to connect independent schools in a network that shares resources, provides professional development for school leaders, & offers administrative & policy support

b) to advocate for access to government education resources, making them available to independent schools

c) to protect and support true parental choice in education by providing public information and ensuring independent schools’ right to reasonable self-definition

d) to encourage greater public awareness and appreciation for independent schools’ contributions to the provincial educational landscape by promoting standard-setting leadership in member schools

Determined by the Ministry of Education and individual school boards in tandem: School Boards are expected to create Board-approved 3-5 year Strategic Plans that are reflective of both Ministry-mandated goals and local goals, as identified through broad-based consultation processes:

Achieving Excellence: -[S]tudents will achieve high levels of academic performance [including a graduation rate of 85%], acquire valuable skills, and demonstrate good citizenship -Educators will be supported in learning continuously and will be recognized as among the best in the world

Ensuring Equity:-All children and students will be inspired to reach their full potential, with access to rich learning experiences that begin at birth and continue into adulthood

Promoting Well-Being:-All . . . students will develop enhanced mental and physical health, a positive sense of self and belonging, and the skills to make positive choices

Enhancing Public Confidence:-Ontarians will continue to have confidence in a publicly funded education system that helps develop new generations of confident, capable, and caring citizens

Determined by the Ministry of Education and Television Ontario:"TVO's strategic plan delivers on our mandate as Ontario's partner for digital education . . . We ignite the potential that lies within everyone through learning by providing innovative educational products"

a) an alternative source of public education in English and French -- complementing the traditional system for students who want or need independent study options

b) services that are complementary and equivalent to public school boards - delivering credit courses, providing student support and granting OSSD at a distance c) technology-enhanced education -- using new media to deliver online learning resources and facilitate student support d) exclusive GED Testing in Ontario -- offering tests leading to nationally recognized high school equivalency certification

Structural Analysis -- OBVIOUS Goals -- Victoria Wooldridge

Ontario Federation of Independent Schools MoE -- Secondary Schools Independent Learning Centre

Honorific: -break down popular assumptions about independent education; -increase enrollment at independent schools

Taboos: -increase political and social power of independent schools; -have the Ministry change its position from “either-or” to accepting of school choice

Stereotypical: -clear communication and support generated amongst all independent facilities to work toward providing quality education

Existing:-push back against Ministry endeavours to have all Ontario students attend publicly funded facilities; -increase numbers of successful accredited independent schools to prove the Ministry’s position is wrong

Honorific: -preparing students to be able to look after themselves (develop resilience) and contribute to the economy as adults tolerance and interpersonal skills

Taboos: -certification and selection, as schools channel students into tracks and sort them into careers (Bolman and Deal 64); -expectation that all students will complete required courses and graduate within 4 years.

Stereotypical: -preparing students to be able to look after themselves and contribute to the economy as adults

Existing: -discourage or minimize private / independent / charter schools so all students attend publicly funded facilities

Honorific: -helping students to complete their education in the face of obstacles, such as health problems or incarceration; -preparing students to contribute to the economy as adults

Taboos: -making courses easy to pass

Stereotypical: -high achievement rates; -high overall graduation rates

Existing: -have greater Ministry control over education happening in private / independent / charter schools

Structural Analysis -- Agreements vs Disagreements -- Victoria Wooldridge

Ontario Federation of Independent Schools

- if there is disagreement in OFIS, it is brought forward during AGMs or by submitting of a letter of grievance.

MoE -- Secondary Schools

- to determine agreement / disagreement in Secondary School Boards: Stakeholder surveys are conducted on occasion at the Ministry level to insure goals are understood or need to be adjusted.A variety of stakeholders are consulted in the development of local Board plans including staff at various levels, students, parents & community leaders.Surveys are carried out at the local level periodically to determine satisfaction and identify issues on specific topics.(Source: Doug Shearer, Chairman of District School Board Ontario Northeast. Personal interview. 27 July 2017.)

Independent Learning Centre

- evidence of disagreement or internal debate in the ILC (TVO): in 2003, an insider from the ILC spoke with a homeschooling parent:

He admitted that things were really restrictive right now because their mandate had originally been to help adults, the incarcerated, people with health problems etc. HOWEVER, he thinks that with the completion of the merger with TVO that everything will change, starting this summer . . . they will have a complete set of courses available for Grades 1-8 this fall and that they are developing online programs and a mentor system whereby older students will be trained to help younger ones in a web-based environment . . .He has just come over from TVO and seems to be interested in making everything more accessible. He says that the Ministry and the Unions are a bit of a stumbling block to this but feels the Government will push it.

- grade 1-8 courses were still available in the sales catalogue as of 2013, but guidance and markers were not provided as services (Source: Unnamed OTF Member, "Blog -- Distance Education", The Ontario Federation of Teaching Parents, July 2003. ontariohomeschool.org/overheardm01/. Accessed 29 July 2017.)

Roles and Responsibilities from the Ontario Federation of Independent Schools Bylaws (2013)Board of Directors ➔ Individually, 3 year terms (not to extend unbroken for more than 2 consecutive terms ➔ As nearly as possible, 1/3 of the board shall come to the expiration of their term each year

➢ 1 appointed by each association of schools

➢ 5 elected by ballot at AGM➢ Up to 5 appointed as

Directors-at-Large

● Makes policy decisions by democratic vote● Considers membership applications● Runs Annual General Meetings (AGMs), Special General Meetings● Appoints officers and agents to carry out duties as prescribed● Sets up events and addresses grievances

Executive Committee (standing)

● President● Vice-President● Secretary● Treasurer

● Oversees the execution of the business of the Corporation between meetings of the Board of Directors● Sets the agenda of upcoming Board meetings● Recommends policy or strategy to the Board of Directors as or when needed

President

➢ Elected by ballot at AGM ● Formally calls meetings ● Presides at all meetings of all members of the Corporation and of the Board of Directors● Abstains from voting except in event of tie vote● Signs deeds, transfers, licenses, contracts and engagements on behalf of OFIS

Vice-President

➢ Elected by ballot at AGM ● Works in conjunction with the President as determined by the latter and/or the Board ● When President is absent, the Vice-President temporarily exercises the duties and powers of the office

of President● Signs deeds, transfers, licenses, contracts and engagements on behalf of OFIS

Structural Analysis -- Roles & Responsibilities in OFIS (Part 1 of 2) - Victoria Wooldridge

Roles and Responsibilities from the Ontario Federation of Independent Schools Bylaws (2013)Treasurer

➢ Elected by ballot at AGM ● Keeps or causes to be kept full and accurate accounts of all receipts and disbursements of OFIS in proper accounts books

● Deposits all monies and other items of value on behalf of OFIS in banking institutions designated by the Board

● Disburses OFIS funds as ordered by the Board at regular meetings or as needed

Secretary

➢ Elected by ballot at AGM ● Signs deeds, transfers, licenses, contracts and engagements on behalf of OFIS● Maintains and has charge of OFIS minutes and all copies of documentations, including Treasury

documents and records

Executive Director

➢ Hired by the Board as need requires and finances permit

● Performs leadership duties on behalf of OFIS● Job description determined at time of hiring● Ex-officio non-voting member of the OFIS Board and committees

Nominating Committee

➢ Minimum of 3 OFIS members ● Compiles list of candidates for Board prior to the AGM

Members

➢ Formal application to the Board of Directors for membership based on specific criteria

● Pay membership fees (amount dependent on size of school, services needed, number of years as successful association with OFIS, number of staff who have completed qualifications through OFIS PD, AQ, and/or PQP programs)

● Participate in selecting Board members at AGMs● Participate in committees to the Board● Are eligible for appointment to the Board as at-large members (based on expertise)

Structural Analysis -- Roles & Responsibilities in OFIS (Part 2 of 2) - Victoria Wooldridge

(Source: Ontario Federation of Independent Schools BY-LAWS (Revised September 2013), OFIS, n.d., www.ofis.ca. Accessed 12 July 2017.)

Structural Analysis -- Roles & Responsibilities in Secondary Schools (Part 1 of 4) - Victoria Wooldridge

Ontario Government -- The Education Act

Ministry of Education

72 Individual District School Boards:31 English-language29 English-Catholic 4 French-language 8 French-Catholic

School Authorities: Special types of schools, including

in hospitals, treatment facilities,

remote & sparsely-populated regions

Board Responsibilities include (from the Ontario Ministry of Education):-determine number, size, and location of schools; build, equip, furnish, and maintain schools-provide education programs that meet the needs of the school community, including special education-prudent management of funds from the Ministry of Education, including preparing an annual budget-overseeing operation of schools, their teaching programs, and teacher performance-establishing a school council at each school-hiring teachers and other staff, and helping teachers improve their teaching practices-approving schools’ textbook and learning materials choices, based on the list provided by the Ministry-enforcing student attendance provisions of The Education Act-making sure schools follow the rules of The Education Act

School Board Associations: Act as a liaison between the Ministry and school board Trustees on high level issues such as adjustments to course curricula, special funding needs, labour issues, general school board issues & labour negotiations.

Roles and Responsibilities from the Ontario Ministry of EducationMinister of Education

➢ Minister positions are periodically “shuffled” in the governing Cabinet by the Premier of Ontario.

➢ Minister candidates must be an elected Member of Provincial Parliament and one of the majority seat-holders in the sitting government.

● Develops curriculum● Sets policies and guidelines for school board officials● Sets requirements for diplomas and certificates● Approves textbooks and other learning materials● Appoints Deputy and Assistant Deputy Ministers to take responsibility for departments

District School Board - Director of Education

➢ Positions are awarded and paid based on the candidate’s expertise and experience in related fields.

● Acts as ”chief education officer” and “chief executive officer”● “must develop and maintain an effective organization and programs required to

implement board policies(Source: “Who’s responsible for your child’s education?”, Ontario Ministry of Education, Queen’s Printer for Ontario, 30 Jan. 2017, www.edu.gov.on.ca/eng/document/brochure/whosresp. Accessed 24 July 2017.)

District School Board - Chair and Vice-Chair

➢ Elected by Board of Trustees ● Presides at all meetings of the Board● Signs documents with Director on behalf of the Board● Represents Boards at provincial-level meetings of trustees and school boards

District School Board - Trustees

➢ Selected by ballot every four years during municipal elections

● Provide a vital link between their communities and the school board to ensure local issues and concerns are part of discussions and decision-making (by consensus)

● No individual authority but work in partnership with school councils, explain policies and decisions to communities, and support and promote public education

● Must maintain balanced budgets and ensure funds allocated by the Ministry are managed properly

Structural Analysis -- Roles & Responsibilities in Secondary Schools (Part 2 of 4) - Victoria Wooldridge

Roles and Responsibilities from the Ontario Ministry of EducationDSB Secondary School - Principal and Vice Principal

➢ Hired from pool of qualified candidates based on completion of PQP and relevant experience in the field

● Organize and manage their school (including maintenance) and its budget● Monitor the quality of instruction, student discipline, and supervision● Supervising student enrollment, placement, maintaining student records, and ensuring

reports are sent home● Developing teacher timetables, mentoring staff, and recommending teacher appointments,

promotions, demotions, and dismissals● Selecting textbooks and other learning materials from those approved by the Ministry, with

teacher feedback; communicating the latest information and directives from the Board

DSB Secondary School - Teacher

➢ Positions are hired from a pool of qualified candidates (must be a member of the Ontario Secondary School Teachers Federation and of the Ontario College of Teachers in good standing)

● Preparing and implementing lesson plans that meet curriculum expectations and align with the School Improvement Plan

● supervising student behaviour, and maintaining classroom discipline and records● Encouraging students in their work and evaluating their progress● Demonstrating good citizenship and respect for all groups of people● Communicating with home as needed and when students are at risk of failing

DSB Secondary School - Student

➢ Enrols in classes appropriate to learning abilities, career path, and interests

➢ Must complete prerequisite survey courses in grades 9 and 10 to narrow focus in grades 11 & 12

● Attend classes (compulsory until age 16) and submit work for evaluation● Exercise self-discipline and behave courteously, following codes of conduct● Complete 40 hours of community service ● Meet credit and literacy expectations established by the Ministry

DSB Secondary School - Parent / Guardian

● Ensure their children attend school until age 16● Maintaining communication with teachers on problems or successes of their children

Structural Analysis -- Roles & Responsibilities in Secondary Schools (Part 3 of 4) - Victoria Wooldridge

(Sources: Doug Shearer, Chairman of District School Board Ontario Northeast. Personal interview. 27 July 2017; Education Act, s. 283, qtd in “Module 3: Right from the Start Roles and Responsibilities”, Trustee Professional Development Program, Ontario School Trustees 2016, modules.ontarioschooltrustees.org/en/right-from-the-start-roles-and-responsibilities. Accessed 1 Aug. 2017.)

Structural Analysis -- Roles & Responsibilities in Secondary Schools (Part 4 of 4) - Victoria Wooldridge

Roles and Responsibilities from the Independent Learning Centre and TVOTVO Board of Directors ➔ Operations of the ILC are included with Television Ontario’s mandate and governance

➢ 8 members hired from a pool of qualified candidates based on expertise and interest

● Makes policy decisions ● Delegates departmental responsibilities to Vice-Presidents● Appoints officers and agents to carry out duties as prescribed

Executive Team / Executive Management Committee

➢ 8 members selected or hired from a pool of qualified candidates based on expertise and interest

● Includes the CEO, VP Finance & Corporate Services; VP Product, Revenue & Marketing; VP Current Affairs & Documentaries; VP Digital Learning; VP People & Culture; VP Production, Distribution, & Administration; Chief Technological Officer)

● Includes the Governance Committee and Audit Committee

Regional Councillors Advisory Board

➢ 24 members➢ volunteers with expertise and interest

● Make recommendations based on needs of local communities

ILC - Student Communications

➢ Hired from a pool of qualified candidates

● Includes Learner Services (Administration and Guidance), Course Work Help (email and phone communications), and Website and Technical Support

● Serves Canadian and International students

ILC - GED Testing

➢ Hired on contract basis from a pool of qualified candidates

● Providing testing for mature students who have not yet obtained their secondary school diplomas

Structural Analysis -- Roles & Responsibilities in ILC (Part 1 of 2) - Victoria Wooldridge

Roles and Responsibilities from the Independent Learning Centre and TVOILC - Course Sales

➢ Hired from a pool of qualified candidates

● Generating sales that will help to sustain TVO and alleviate pressure on government funding

ILC - Partners and Public Relations

➢ Hired from a pool of qualified candidates

● Includes a Director of Business Development and Partnership

ILC - Homework Help

➢ 300 Teacher-Tutors employed on contract basis from a pool of qualified candidates

● Providing online and telephone support for elementary and secondary students struggling with mathematics

ILC - Teachers and Test Supervisor

➢ Employed on contract basis from a pool of qualified candidates (OCT members in good standing)

● Providing feedback, assessment, and evaluation for correspondence students ● Instruction and responses given in both official languages (English and French)● Monitoring written tests in on-site locations

ILC - Student

➢ Enrols in classes appropriate to learning abilities, career path, and interests

➢ Must be over age 14 and pay $40 fee per course

● Complete all required course assignments and submit work for evaluation within 10 months of beginning a course, including writing the final test

● Communicate with teachers when difficulties arise

Structural Analysis -- Roles & Responsibilities in ILC (Part 2 of 2) - Victoria Wooldridge

(Sources: “About Us.” TVO, The Ontario Educational Communications Authority (TVO), 2017, tvo.org/about/people. Accessed 29 July 2017; Independent Learning Centre -- Ontario’s Designated Provider of Distance Education, The Ontario Educational Communications Authority (TVO), 2016, ilc.org/about/employment_opp.php. Accessed 29 July 2017.)