5/25/1999 - Regular Board MeetingTHAMES VALLEY DISTRICT SCHOOL BOARD
AGENDA FOR REGULAR MEETING,1999 MAY 25
The Board meets In regular session on the above date inthe Board Room at the Education Centre,
meeting in Committee of the Whole, in camera at 5:00 p.m. on motion of and
followedby public session at 7:00 p.m.;
0'CANADA -SOUTHWOLD P.S.-SILHOUETTE SINGERS
(
ONTARIO FEDERATION OF HOME AND SCHOOL ASSOCIATIONS
1999 Citizenship Awards
Educator of the Year
Colonel R.S.McLaughlin Award
PRIME MINISTER'S CERTIFICATE OF ACHIEVEMENT AWARDS
I
OFFICIAL RECORD
62-A CONFLICTS OF INTEREST
CONFIRMATION OF MINUTES
63-A Minutes of the regular Board meeting,1999 April 27
63-B Minutes of the Board meeting,1999 May 11
REPORTS FROM THE ADMINISTRATION |
}
64-A Director's Announcement |
64-B Departmental Updates
64-C Business Services -Request for Proposal:Fileservers
64-D Human Resource Services -Summer'Approval Process
REPORTS OF COMMITTEES
65-A Special Education AdvisoryCommittee,1999 May04
65-B Committee of the Whole,1999 May 11
65-C Committee of the Whole,1999 May 25
I
65-D Chairs'Committee Report - Ad Hoc Committees
MOTIONS -NOTICE OF WHICH HAS BEEN GIVEN
66-A None at this time
approve
approve
receive
receive
approve
approve
approve
approve
receive
separate
separate
verbal
page 4-8
page 9
page 10
page 11-12
page 13-38
verbal
page 39
ADDITIONAL BUSINESS |
I
67-A The Richmond Beck Scholarship Fund approve page 40
67-B OPSBA-Trustee Representation j approve verbal
67-C OPSBA Report -Resolutions from Member Boards ••page 41 - 44
67-D Trustee Resignation approve page 45
67-E Trustee Vacancy approve page 46
COMMUNICATION
68-A None at this time.
NOTICE OF MOTIONS
QUESTIONS BY MEMBERS
GOOD NEWS ITEMS -"Did you know...'
ADJOURNMENT
THAMES VALLEY DISTRICT SCHOOL BOARD
REGULAR MEETING,1999 MAY 25
The Board meets in regular session on the above date in the Board Roofn at the
Education Centre,meeting In Committee of the Whole, in camera at 5:00 p.m. on
motionof Brockand WIce,followedbya public session at 7:15 p.m. The following are
In attendance.
P. Smith,Chairperson
R.Vaughan
S.Peters
G.Hart
also
J. Laughlln
P.Askey
P.Gryseeis
B. Bryce
B.Greene
A.White
G.Jazey
J.Thorpe
J.Bennett
J. Hunter (+5:45)
H.WIce (-7:15)
P.Mennlll
R.Trahan
J.Emprlngham
L.Peck
J.McKenzle
S.Galati
C.LInsdell
J.Neville
Regrets:P.Schuyler,P.Jaffe
D.Stewart
C.Nurse
W.Brock
C.McKenzle
P.Wearne
K.Wilkinson
8.Christie
W.Lewis
A. Hogg
W.Scott
SILHOUETTE SINGERS,SOUTHWOLD P.S.,ST.THOMAS
The appreciation of the Board Is extended to the Silhouette Singers,students of
Southwold P.S., St.Thomas,conductor and accompanist Bev Clark and Anne Clark,
forleading Inthe singing of "0 Canada",and bringing musical presentations.
ONTARIO FEDERATION OF HOME AND SCHOOL ASSOCIATION AWARDS
Citizenship Awards
Congratulations are extended tothe following students,whoreceived seven out ofnine
provincial honours as winners of the Ontario Federation of Home and School
Associations'CitizenshipAwards fortheir grade level. The award recognizes students
fortheir outstanding leadership,congeniality,and contributions, bothIntheirschool and
the community.
Student
Sean Kelly (Grade 5)
Steven Wild (Grade 6)
Sarah Luzak (Grade 7)
Jennifer Mastromattel (Grade 8)
Demytra Mitsis (Grade 11)
School
Oxford Park P.S.
Knollwood Park P.S.
Roosevelt P.S.
Oxbow P.S.
Banting S.S.
1999 May 25...131
Educator of the Year Award
Congratulations are extended to Darryl Dann, Principalat Chippewa P.S., who is the
Ontario Federation ofHome and Schooi Associations'winner ofthe provincial Educator
of the Year Award. Darryl is recognized for his professional excellence,commitment
to the education of students,and his exceptional rapport with students,parents,staff,
and community.
Colonel R. S.McLaughlin Award
Congratulations are extended to Janet Andruchow,Co-President ofthe LondonCouncii
of Home and School Association,who isthe winner ofthe highest provincial Home and
School Award,the Colonel R. S.McLaughlin Award.Janet was recognized for her
dedication,time,and effortfor many years inworking toward the Association's common
goal.The Best For Each Student".
Chairperson Smith expresses thanks and appreciation to the representatives of the
Home and School Associations for their outstanding contribution in supporting the
nomination process for students and staff.
1998 PRIME MINISTER'S AWARDS FOR TEACHING EXCELLENCE
The congratulations ofthe Board are extended to two teaching staff members who are
recipients of the Prime Minister's Certificate of Achievement Awards.The awards,
which honours elementary and secondary school teachers,recognizes the innovative
ways in which these teachers have used information technology to improve student
learning.
Louisa Howerowwas nominated by Jeanne Sauve P.S.(French Immersion) for her
outstanding workincommunication and assisting students to communicate better over
wider ranges using Internet technology,as well as promoting reading and writing
workshops and participation in contests,festivals and clubs which support the
improvement of spoken and written communication.
Michael Milhausenwas nominated by BantingS.S., forhis outstanding leadership to
the French Immersion program.Mike also supported the French Immersionprogram
at Laurier S.S.since Its inception and, for 18 years,coordinated the international
student exchange program forthe former London Board of Education which develops
future citizens with fluencyinboth official languages as wellas helpingthe students
have an international view of the world.
OFFICIAL RECORD
We regret to record the death ofthe following two staff members:Gerry Duskocy, a
teacher from Roosevelt P.S., London, on 1999 May18; and Roberta Doering, the
Maintenance Department, CEO East, on 1999 May 19.
1999 May 25...132
62-A.No conflicts of interest are declared.
CONFIRMATION OF MINUTES
63-A. The minutes ofthe Regular Board meeting,1999 April 27, are approved on
motion of Hart and Stewart.
63>B.The minutesofthe Boardmeeting,1999 May 11,are approved on motionof
Hart and Stewart.
REPORTS FROM THE ADMINISTRATION
64-A.Director J.Laughlin outlines details of his weekly scheduled school visits,
notingthat since the middleof March,sixteen visitshave been completed
throughout the District.
The report is received on motion of Brockand Peters.
&4-B.Departmental Updates
The Administration presents departmental updates on the following issues:
Business Services
-Development/preparation -1999/2000 budget presentation on June 01
-Selection of Project Coordinator for Strathroy Multi-Use project
-Salary/Benefits costs development -1999/2000 budget
- Zone team leaders inplace >facility visits to be completed 1999 June
- Facility Renewal projects -tendering started
- -Departmental leadership staff training
-Facility Services Managers - 2 Day Retreat on team building
- FacilityInformation System needs assessment - draft questionnaire
- Facility Services to improve communication initiatives
- Defining parameters of building audit
- Facility Services operational review to commence 1999 June
-Transportation draft policy and procedures status
• Printing Services acquiring sealing machine for payroll statements
-Renovations for Distribution Centre undenvay for 1999 September
Human Resource Services
- Mari^etinginitiative underway for consolidation of benefit providers
-Common benefits plan for retired principles and vice principals
- Electronic transmission of enrolment data for current health/dental plan
Safety Programs - first aid training,pediculosis procedure prepared
•Emergency planning process ongoing
-Occasional Teachers -merged secondary list distributed
-Teacher Recruitment for 1999-2000 school year
-Human Resources/Payroll conversions
1999 May 25...133
Program Services
-Progress Report on Year 2000
- First Class Conference E-mail System
- Media Resources Services:relocated centrally at Leathorne St. London
The reports are received on motionof Brockand Hart.
64-C.Request for Proposal:Fileservers
A minimum of45 fileservers need to be purchased for schools inthe District.
TheComputer Advisory Procurementsubcommitteedeveloped a Request for
Proposalwhich wasadvertisedby mailing,Internet andthe ElectronicTender
Network.Responses were received fromtwelvesuppliers. The selection
was based on criteria determined by the committee. The criteria included
installationoffileservers and any existing workstations. Animplementation
schedule will be developed withthe successful bidder. On 1999 May 11,the
Committee ofthe Whole approved the expenditure of $600 000fromthe Year
2000 budget for this equipment.
The total cost to the Board will be $565177.33 including all taxes.
Recommendation:
That the Board enter into a contract with Telecom for the purchase and
installation of Instmctional Fileservers,subjecttothe terms and conditionsof
the proposal.
The reportis receivedand the recommendation is adopted on motion of Brock and
Nurse.
64^.Summer Approval Process
During thesummer monthswhenthe Boarddoes notholdregularmeetings,
there may be a need to approve personnel changes whichwouldnormallygo
tothe full Boardforapproval duringthe regular year.The proposed process
to approve personnel changes-was used last summer by the Board.
The personnel changes are usuallymutual consent resignations inorder to
hirereplacementstaff. Eachsummer we receive a few requests to resign at
theend ofAugust,which require mutualconsent approval,beforewecanhire
forthe resultingvacancy. Anysuch approvals wouldbe reported out at the
firstregular meeting ofthe Board in September.
1999 May 25...134
Recommendation:
That the Chair of the Board be authorized on behalf ofthe Board to.approve
personnel changesas required during July and August.
The report is received andthe recommendation is adopted on motion of Brock and
Bennett.
REPORTS OF COMMITTEES
65-A.Report of the Special Education Advisory Committee 1999 May 04
12:20 p.m.-2:40 p.m.
Members
J.Bennett,Chairperson
H.Wice
C.Nurse
M.Crawford
J.Dorssers
P.Gallin
P.Gillls
N.Gooding
C.Hawthorne
C.Laine
E. Maybury
Q.McGahey
L.Shainllne
R.Teichrob
L.Vince
J. Worthington
Administration and Others
P.Asl<ey
B.Merifield
L.Sllvert
H.Miller
N.George
B.Greene
J.McKenzle
E. Neiligan
Regrets:B.Giuliano,E. Hager, L Stevenson,A.Morse,M.Tucker
Reports:
1.No conflicts of interest were declared.
2. The minutes ofthe 1999 April 06 and April 20 meetings we/e reviewed.
3. Apresentationwasmade by Bill Mates,an advocateof children with disabilities
and Chairperson of Glendale High School's communitycouncil.Mr.Mates
provided information regarding the second annual National Roundtable on
Children,Youth and Physical Activity held InOttawa, 1998 November. The
action group discussed strategies on how to increase physical activities of
youth,and are recommending that the Ministry of Education and Training
consider reinstating mandatory physical education In schools.
Also presented was Information regarding the Active Living Alliance for
Canadians with Disabilities -Moving to^lnclusion which assistsstudents with
disabilities to participate In physical education activities Inschools,resulting In
active life styles. The Participate Projectwas highlighted and is a proactive,
prevention program using creativity andtheartsto build selfesteem,teach life
skills,Improve academic performance and build community responsibility In
youth.
1999 May 25...13S
4. Anupdate on the Resource Manualforthe Special EducationGrant, Intensive
SupportAmount (ISA),Guidelines forSchoolBoards 1999-2000,was provided.
The resource manualoutlinesthe Ministry of Education and Training'sapproach
tofundingSpecial Education forthe 1999-2000 school year, using this process
for analysis. Bob Merlfield noted that it is difficult to connect funding to
individud student needs especially since Special Education is all about
exceptions.
Discussion regarding the funding fonnula,the placement of Educational
Assistants and the need for professional development of staff dealing with
special needs students occurred.
5. Brian Greene, Executive Superintendent of Business Sen^lces and Jim
McKenzie,Manager of Finance, providedan update ofthe Special Education
component of the 1999-2000 Budget. The Budget meeting schedule was
provided as follows:
Information Committee of the Whole,1999 June 01 Budget Presentation
Written Public Submissions,1999 June 04 Deadline
Committee of the Whole,1999 June 08 Public Input
Special Committee ofthe Whole,1999 June 15 Debate and Decisions
Regular Board Meeting,1999 June 22 Final Approval
Discussion occurred again regarding the importance of professional
development for school-based staff of Special Education students,and the
necessity offunding or grants being set aside inthe Budget,
(see recommendation 1)
6. The Reportto the Minister of Education and Training onjhe Review ofthe
ProvisionofSpecial Education Programs and Services (SpecialEducation Plan)
was reviewed and a draft summary ofthe suggestions fromthe 1999 April 20
meeting was distributed.
Peter Askey advised members that the finalreport deadline by the Ministry of
Education and Training is 1999 May 15. An Interimreport will be sent to the
Ministry.Due to this deadline, the members agreed to an additional SEAC
meeting, to be held on Thursday,1999 May 20,5:30 p.m. -9:00 p.m.
Atthe 1999 May20 meeting,a complete copyofthe Reviewofthe Provision of
Special Education Programs and Sen/ices (Special Education Plan), withall
revisions to date,will be distributed to members.
1999 Mav25...136
Recommendation:
1. That in deveioping the 1999-2000Budget,priority be givento professional
development for school-based staff to assist in the implementation of the
Special Education Plan.
J.BENNETT,
Chairperson
A motion by Peters and Nurse to amend the recommendation to read:That in
developing prioriUes for professional developmentinthe 1999-2000Budget,top priority
be given to professional development for school-based staff to assist in the
implementation ofthe Special Education Plan" is adopted.
The reportisreceivedand the recommendation, as amended, Isadopted on motion of
Bennett and Nurse.
65-B.Report of the Committee of the Whole 1999 May 11
Members Administration and Others
P.Smith,Chairperson J.Laughlin G.Treble
P.Jaffe (+7:38)P.Askey L.Peck
R.Vaughan (-8:45)P.Qryseels B.Beatty
S.Peters B.Bryce S.GalatI
G.Hart B.Greene B.Martin
J.Bennett C. Murphy K.Wilkinson
J.Hunter A.White D.Duff
H.Wice Q.J^ey ^C.Graves
D.Stewart J.Thorpe D.Gosset
C.Nurse P.Mennill W.McConnell
W.Brock R.Trahan 8.Christie
R. Murray
A.Hogg
Regrets:P.Schuyler
Reports:
1.No conflicts of interest were declared.
2.The Committee met in public session from 7:00 p.m. to 10:35 p.m.
3.The Committee met in camera from 10:35 p.m. to 11:15 p.m.and discussed
confidential personnel and other matters.A rhotion to sit past 11:00 p.m. was
adopted.
1999 May 2S...137
4. The Administration presented the following comprehensive report regarding
Attainment of the Vision 1999 -2003,and responded to questions for
clarification.
OVERVIEW
The Attainmentofthe Visioninitiativewas developed to confirmforall partners of
theThamesValleyDistrict SchoolBoard,the system's responsibility totheservice
to students and education excellence,and to build on the best practices of the
forming partners-the Elgin,Middlesex, Oxfordand London boards of education.
The vision of a "caring learning community"defines the system and Its
commitment to student achievement.
Because,as a new organization, critical issues were evolving at such a rapid
pace,it became clear that a focus and set offundamental beliefs were required
to guide the decision-making process based on the premise ofimproving student
learning. This focus would be linkedand supported bythe Board's mission and
beliefs statements and would provide an understanding of the system's shared
values,expectations and directions. To be successful.It was important that the
Vision be developed collaboratively by Thames Valley partners, be clearly
articulated,operationalized,and communicated on an ongoing basis.
Three major areas ofthe Board's operation that had the potential to significantly
impact the Thames Valley District School Board utilizingthe strengths ofthe four
partners were identified. Learning, School Improvement and Leadership would
receive primaryattention during the period 1999-2003.Followingthis period, it
is expected that a new set of initiatives will be incorporated into the Visionand
become the major areas of focus.
To be successful inachieving the Vision,system leadership-would be the critical
thread that bound the initiatives together,linking and integrating accountability
withschool improvement and learning. The Leadership component ofthe Vision
will focus on preparing the system through a Principle-centred approach
addressing Succession Planning and Operational Practices.Tothis end,several
initiativeswere undertaken to prepare future leaders and to enhance the skillsof
staff in leadership positions.
Caring Learning Community Framework,provides an oven/iew of eight essential
characteristics of an effective leader which will form the basis for hiring, in-
servicing, promoting and evaluating staff. In developing this framework,it is
acknowledged that all staff are considered leaders in Thames Valley with
considerable skills to be shared.Tills document is not limited to use by and
application for system administrators but as a tool for the personal and
professional growth of all staff.
1999 Mav2S...138
The Learning initiative will focus on helping principals and teachers Improve
student learning as they provide students with an understanding ofthe skills
necessarytosucceed beyondthesecondaryschool program and Implement new
Ministry of Education and Training ciirncula.Tiiis Initiative Includes three
dimensions:Implementing New Programs,Extending StudentUnderstanding,and
ProvidingProgram Support Services.
The School Improvement initiative has been designed to enhance and improve
student achievement and Is consistent with the mandate of the Ministry of
Education and Training forboards to reporton their success Inthisarea. Itwill
focus on School Growth Plans,Staff Growth and Development,and School
Council/Association Partnerships.
To ensure a student focus throughoutthe Attainmentofthe Vision,planninghas
been based onconcrete guidingprinciples. TheSeven Habitsof Highly Effective
People program developed by author Steven R.Coveyhas been adopted to
support the Board's vision and to provide a language to operatlonalize these
principles.Togetherwith theCovey organization,a 14-hourtraining programhas
been developedtocomplementthegoalsestablishedbyschoolsspecifictotheir
individual needs.
Priorto system-wide implementation of the Vision In September 1999, three
schools have volunteered to participate in pilotprojects to fine-tune the process
and to identifyany implementation obstacles.
An important part ofthe Vision,will be the'evaluative process todetermine towhat
extentthe system has changed as a resultofthis Initiative.Ongoing assessment
through regular updates will beconducted as well as the development of anaction
research data base.Discussions are also undenvay with the Standards of
Practice Unitofthe Ministry of Education to participate Ina case study.
Thisuniqueprojecthas the potentialto significantly benefitallstakeholders ofthe
Thames Valley District SchoolBoard. Students will be provided with role models
that have the powerto influencetheir personal and social development through
the guiding principles oftheSeven Habitsof Highly Effective People. Staffwill not
onlyhave the opportunitytobenefitpersonallythroughthe Seven Habitstraining
but professionally.The possibility ofprofessional development accreditation by
the College of Teachers is being explored. As a system, the Board will be
distinguished as a leader Inprofessional development throughout the province
but,more significantly,all partners will'enjoy the cohesiveness that a caring
learning community will create.
INTRODUCTION
Sinceits Inception on 1998 January 01,theThames Valley District SchoolBoard
has wrestled withthe need to consolidate the strategic plans ofthe four forming
partnersandto build ontheirbest practices.Itwas necessary to definea vision
which would link the Board's mlsslon-rwhy It exists as a system,and belief
statements-Its fundamental convictions]and guide planning ofthe vision.
1999 Mav25...139
Based onthesubstantivestrengths of theforniing boards,Thames Valley'svision
couldonlybe strengthened as itprepared to develop intoas cohesive a unitas
its forming partners. The principles supporting the Vision had been well
established bythe Elgih,Middlesex,Oxford,and Londonboards and itwas clear
that the "actualwouldprovethe possible"forThames Valley.
Thestatement, "Acaringlearning community",definestheThames ValleyDistrict
SchoolBoardas an organizationand itsvisionforthe future. Asthe heart isthe
lifeline forthe body,Thames Valley's Vision is at the heart ofcreating a learning
environment conducive to student success.
BACKGROUND
Ata strategic planning session in 1998 July,Director ofEducationJohn Laughlin
met with membersofthe Supervisory OfRcers'Council todrafta Vision Statement
and identifythree areas for system focus.In 1998 September,the Directoralso
presented the Attainmentof the Vision initiative to trustees for their input and
comment.The Director's accountability and responsibility for moving the system
in this direction was acknowledged by members ofthe Ad Hoc Corri'mittee on
Performance Indicators Process-System and Director's Review.
The following were key considerations when developing the Vision. Itwould:
- build on the realization that Thames Valley is a caring community and
articulates the ongoing quest for system-wide excellence;
- reaffirm that the student,as the learner,is not only the centre of the school
system but the only reason forits existence;
- recognize that all staff are leaders with specific skills and knowledge from
which the system can learn and grow;
- identifyand respect the cultural diversity;
- be developed coilaboratively by Thames Valley partners;
- be pertinent and real to all staff in the system;
- be able to be operationalized;
- be communicated on an ongoing basis.
Atthat time, itwas feltthat a three-year period,September 1998 to 2000, would
provide sufficient time to coilaboratively develop,introduce,and implement the
plan with Board stakeholders.As the goals of the Vision were identified and
subsequent strategies developed for the three major areas of emphasis,it
became clear that, to be effective, the timeframe must be expanded to the year
2003. It is hoped that during this period, the concepts of the Vision will be
internalized and that the growth continuum will become a natural and cohesive
part ofthe system's operation.Following this implementation period, new areas
offocus will be identifiedand plans developed inthe ongoing quest to realize the
Vision.
1999 May 25...140
A second key component of the Vision supported each school/department
establishing a mission statementand beliefs specific totheirindividual culture and
school needs and whichwere congruent with the system Vision.
THE VISION
Recognizing that Thames Valley was |formed by four boards committed to
providing educational opportunities in caring learning communities,the Vision is
intended to put into words this longstandjng commitment to students.It provides
a definitive vehicle forpositive decision-rnaking basedonthe questions,"How will
thisdecisionimpactstudents?" and "How will it improve student learning?".
During the 1998 July planning session,'three major areas to be elevated to a
position of significance over the next five years were identified-Learning
Initiatives,School Improvement Initiatives and Leadership Initiatives.Eachhas
three componentsdesigned to achieve its individual and collective goals:
Learning - Principlesof Learning
- Program Implementation and
Delivery of Services:
School Improvement - School Growth Plans
- Staff Growth Development and
•School Council/Association Partnerships;
Leadership -Succession Planning
- Operational Practices and
- Principle-Centred Leadership.
In 1999 January, the Executive Superintendent forProgram Services amended
the original Learning Initiative tomore clearly focuson improving student learning,
and identified the following strategies:i
•Implementing New Programs ^
-Extended Student Understanding
-Providing Program Support Servjces.
A comprehensive overviewof the revised Visionwas provided.
Developing the Vision
A Key component ofthe Vision was the collaborativedevelopment bystaff based
on their beliefsas a system and principleswhichare universal. This approach
was intended to encompass all of the components of an effective learning
organizationand provide a common unclerstanding of Thames Valley's shared
values, expectations and directions.To this end, "grass roots"input and
ownershipare criticai for success and formedtheframeworkonwhichtodevelop
the Vision.
1999 Mav25...141
During1998 August and September,these initiativeswere presented indraftform
to a representative committee of tlie elementary and secondary principals,the
teaching federations,support staff, the Coliege of Teachers,and the Faculty of
Education for comment and suggestions for improvement.Subsequent
presentations were made at meetings of managers,supervisors and officers, at
kmiiy of schoois meetings,and to trustees with the same request to make the
plans better.
To assist in understanding the process.ActionPlan Outlines were completed by
the respective Executive Superintendents forthe areas offocus to be addressed
in the initial year.Implementation will begin for the three revised Learning
Initiatives-Implementing New Programs,Extended Student Understanding,and
Providing Program Support Services.
Underthe Leadership initiative,promotional practices forthe Board are presently
being developed.Upon completion,an action plan for this focus will.be drafted.
With respect to School Improvement,plans have been developed for the School
Growth and Staff Growth areas.The Human Resource Services Department has
assumed responsibility for developing an action plan which addresses an active
role for School Councils inthe School Improvement process,input will be sought
from representatives ofthe School Councilchairs. Acomplete description ofthe
eight action plans developed to date was provided.
Followingthe presentations,written feedback was requested based on the overall
concept,the three initiatives, the language used and relevance to staff.The
suggestions most commonly offered have been incorporated into the revised plan.
They included:
a longer implementation phase,ideally 5 years;
appropriate in-service for school administrators;
an emphasis on education with a stronger student focus;
- limiteduse of education jargon;
ongoing,regular communication;
ongoing system input.
A.LEADERSHIP INITIATIVE
As planning proceeded,it became clear that to be successful in achieving the
Vision-toimprove student learning,system leadership wouldbe the criticalthread
that bound the initiatives together,linking and integrating accountability with
school improvement and learning.It was necessary,then,that Leadership
receive priority attention inthe initial planning phase.
Akey component ofthe initiativeis a commitment to a principle-centred approach
enhancing the culture of trust within the new Board with the inevitable result of
positive working relationships and a positive learning atmosphere.ItIs based on
the following characteristics:
V
1999 May 25...142
-providing visionand direction;;
-living the Seven Habits as leaders;
- building tmst;
- leading by example;
-putting first things first personallyand organizationally;
- building strong and positive relationships;
- helpingothers n^ake good choices based on values;
removing barriers so others can succeed;
-leaders knowingwhat they don't know.
In 1999 January,Learning SupervisorJudy Arnold,was appointedtothe position
ofSupervisor-Attaining the Vision with responsibility for co-ordinating the plans
for,and implementation of,the program.;Together with a planning committeeof
academic and supportstaff representatives,andwithinputfroma representative
group ofprincipals from acrossthe District,a template was developed identifying
eightessentialcharacteristicsofan effective leader. ItIsbased on the premise
that student learning will improve if staff model the attributes listed, and it
recognizes both the Importanceofpositiverelationshipsand their strong link to
irhproved learning.Itis Important to re-emphasizethat all staffare considered
leaders in Thames Valleywith considerable skillsto be shared.
The ternplate entitled,"CaringLearningCommunity Framework"is writtenina
format applicable for both academic and support staff growth and includes the
following attributes:
Integrity,
Student Leaming,
Continuous Improvement,
Teamwork,
Communication,|
Problem-Solving/Decision-Making,
Coaching,
Job-Specific Skills.
Integrity Isthefirstattributeinthe Frameworkas itformsthe basis uponwhichthe
other seven attributes will build.
These "competencies"solidifythe Learning,Leadership and School Improvement
initiatives in all departments and identifywhat Thames Valley stands for as a
system, oritsoperating principles.Schools/departments will be able toselect an
area offocus pertinent totheirspecific needs.They are supported by behavioural
indicatorsdesigned to evaluate progress towards mastery of each skill.They
have been cross-referenced and aligned withthe Board's Missionand Beliefs,the
Standards of Practice forthe Teaching Profession and the Covey principles.The
document has been shared with over 500|Thames Valley staff including teachers,
principals,support staff,and union and^federation representatives requesting
inputto make it as effective and meaningful as possible.
1999 May 25...143
Succession Planning
In 1998,over 500 teachers and 54 administrators retiredfromthe Thames Valle/
DistrictSchool Board. Formany, this was a decision made earlier than had been
anticipated and, earlier than the Board had anticipated. Whilethis number of
retirements provided opportunities for new teachers,the loss of the retirees'
extensive experience has lefta significantvoid inthe system.
While wedo notanticipate teachers and school administratorstocontinuetoretire
inthese numbers, we do expect a large number will leave the system over the
next five years with approximately one-third of the system's 300 school
administrators becoming eligibleto retire. As a result, the Board has requested
that a significantamount oftimebe invested instaff development and succession
planning. Planning is well undenvay to train staff to assume positions left by
experienced personnel in order that the learning curve is not a steep one forthe
system.
The following is an overview of the various Leadership programs developed to
address this Issue.
(I)Introduction to Leadership
An Introduction to Leadership course is being developed for all teachers
aspiring to vice principal positions and to support staff aspiring to
supervisory positions. Itis designed to promote interest in leadership,to
develop leadership skills and to encourage potential leaders to pursue
careers in Thames Valley.Course material will be linked with the
Standards of Practice and will examine the attributes of a leader using the
CLC Framework. As well,principal representatives will outline their
perceptions of the role and the satisfaction they have experienced as a
system leader. This program is a key component of-the Vision as future
administrators will be recruited.In-serviced,promoted and evaluated based
on Individual mastery ofthe eight competencies.
(il)Leadership Readiness/Summer Institutes
Leadership Readiness sessions are planned forstaffready to applyforvice
principal and principal positions. The sessions will be offered in four
modules duringthe lastweek of1999 August,withsubsequent four-module
sessions planned throughout the 1999-2000 school year.
A second summer institute will include discussions on Principle-centred
leadership,instructional leadership and alternative dispute resolution.If
registration warrants,programs will runat various locations throughout the
District.
Planning is also underway to offer a similar course for interested support
staff.
1999 May 25...144
(iii)Leadership Enhancement '
Astheissue ofleadership developmentwas examined,itbecame clearthat
there were few opportunities availableforsupport staffto enhance their
skills.While the Board's succession needs are not as immediate for this
group ofemployees, itis Importantthat ongoinggrowthopportunitiesare
available to them.
On April 01,a meeting was held with the managers,supervisors and
officers seeking inputregarding the concepts and skillsto be addressed as
wellas suggestions forthe structure ofthe sessions.Representatives of
this group wii!work with the Planning Committee to develop a program
designed to meet the specific needs of business and professional services
staff within Thames Valley.
(Iv)Induction for New Vice Principals and Principals
These programs will be available to staff promoted to the positionof vice
principaland principalinthe spring of 1999.They will include information
on current Board Initiatives and expectations and willbe presented in seven
afternoon sessions from 1999 October to 2000 May.
It is anticipated that it will bea two|year program with the first year looking
at the personal dimension of leadership,school improvement, supervision
and curriculum implementation, and the second year focusing on
strengthening communication,planning and organization,and problem-
solving skills.
(v)Ongoing Vice Principal/Principal Staff Development
To provide an opportunity to share best practices and to build an
understanding of current policy issues,ongoingstaff development sessions
are planned for vice-principals and principals through the 1999 August to
2000 June period.
(vl)Leadership Continuum
To provide a visual overview of how the three initiatives-Learning,
Leadership,and School Improvement-lead the system towards the Vision,
a Leadership Continuum for each of academic and support staff have been
designed.The continue also lead participants through specific experiential
leadership positions in both panels.
1999 May 25...145
B.LEARNING INITIATIVE
Thefocus ofthe ProgramServices Department is to improve student learning.
Asan educational enterprise,Thames Valley is committed to ensuringthat its
graduateshavea solid understanding of sidlls and knowledge as theyenterthe
workforce or proceed to the next phase of theireducation, in today's world,
students will also havetobeaccomplished problem-solvers,adaptivethinkersand
be abletocommunicate effectively withindividuals and teams.Graduates will be
judged on whatthey can do with whatthey know.In identifying strategies
supporting improved student learning,the Learning Initiative will focus on
implementing new programs,extendingstudent understanding,and providing
program support sen/ices.An overview ofthe Learning initiative isavailable.
Overthe nextthree to five years, Thames Valley teachers will be responsible for
implementing the new provincial curricula JK-12.Teachers and principals will
need support, leadership and resources in order to be successful as they
.implement these new programs which include clear expectations about what
.students will be able to do and descriptors on howto judge their performance.
Staffdevelopmentsupport and resources will be requiredinorderfor students to
be successful and schools to be able to respond tothe accountability challenge
of provincial standards and measures. The Learning focus will be on helping
principals and teachers improve student learning.
C.SCHOOL IMPROVEiVlENT INITIATIVE
The School Improvement Initiative is designed to enhance and improvestudent
achievement. Strategies will be undertaken to demonstrate to Thames Valley
taxpayers, staffand the governmentthat ongoingimprovementis a goal forthe
system and that success is being realized. Not only has school improvement
been mandated as a government initiative requiring schools and school boards
to submit a report card on howthey have improved, it has corresponded withthe
system's personal goal to buildon the best practices of the forming partners to
optimizestudent learning in Thames Valley. It will address Staff Growthand
Development, School Growthand School Council/Association Partnerships.
In preparation for the launching of the Vision throughout the system,several
activities were undertaken with respect to the School Improvement initiative.
From 1998 January to June,a committee of principals and superintendents met
to develop a process forschool improvementfocusingon student learning and
prepared a resource manual for principals. As well,the superintendents
developed and adopted two goals-a 9-month professional development process
forschool administrators and professional development for supervisory officers.
1999 May 25...146
As a result, the following were noted:
an internallzation and commitmentbyschool administrators to improving
student learning;
modelingofself professionaldevelopment bysuperintendents;,
partnershipsdevelopedbetween Family ofSchoolsand superintendents;
a commitment to the use of data and measurable goals.
Atthe system level, the following activities have taken place:
1999 August31 -Introduction ofthe School ImprovementPlan,
1999 February 11 • Learning Frameworks,
1999 March3/4 -"Results"presentation byauthor Mike Schmoker,
1999 April 13-16 -Workshops on Developing School GrowthPlans.
Asa resultof these introductory activities,the steering teams ofprincipalshave
worked with the superintendents to tailor a professional development planfor
each family ofschools. Includedwiththe actionplans is a summary ofactivities
completed by the families of schools.
Insetting the stage for iniplementationofthe School Improvement initiative,a
commitmenttoImprovingstudent learning has been developed.During the 1999-
2000 school year, attention will centre ion maintaining this enthusiasm at the
school level and working with the school councils and parents on this area of
focus.
IMPLEMENTING THE VISION
Planning implementation of the Vision |was based on the premise that, as a
system, ifwe believeour missionand beliefs,ifwe focus on the CaringLearning
Community Framework, ifwe Implementthe Leadership, Learning and School
Improvement initiatives,we will have a'caring learning community which will
accomplish our Mission.>
Once Identified and accepted,planning implementation ofthe Visiontook careful
consideration to ensure that It was appropriately designed for academic and
support staff.The followinginitiatives are underway:
a)Supervisory Officer Planning Session
On 1999 February22,supervisoryofficersmetwithDirectorJohn Laughlin
and the Vision Planning Committee to discuss implementation and the
principlessupporting the initiative.
Throughoutthe session,itwas emphasized that Thames Valleyneeded to
develop a school system that was in line with each community's culture
being results oriented rather thari process and methods oriented.The
importance of meeting school responsibilities with a principle-centred
approach while maintaining fiexibility,was stressed.
1999 Mav25...147
Indevelopingschool plans, Itwas recognized that schools want to "grow
them, not install them."Thames Valley'sstrong culture of empowerment,
site-based decision-making and principal autonomy are significant
strengths ofthe system whichmust be encouraged and maintained.
It was agreed that the system can lead change In education through
sustained and continued improvement,provided that our Vision reflects our
students'world. To do so,we must be able to answer the question,"What
is student learning?" The Director challenged the group, that in order to
make the transition, we must celebrate our past and create our future by
providinga harmonization of services across Thames Valley.
b)Leadership Effectiveness Conference
A conference to officially launch the Visionis planned for1999 May26-28,
at the Stone Ridge Inn,London,sponsored by Thames Valley supervisory
officers, principals,trustees and area corporations/businesses.The
keynote speaker will be Rex Murphy.
The conference is structured to present to half of the group the first day-
and-a half,with the second h^f coming In for the Thursday evening
address and the full day Friday.The sessions will focus on an
understanding of the leadership crisis, the characteristics of an effective
leader, and a presentation on the Learning,Leadership,and School
Improvement initiatives. The Caring Learning Community (CLC)
Framework and the Leadership Continuum -Teaching will be examined.
c)The Covey Connection
Itis clear that ifthe system is to be successful in achieving itsvision, it must
be based on concrete principles and ensure a student focus.The Steven
R. Covey model of Seven Habits of Highly Effective People,provides
examples ofsuch principles whichare based on trust and trustworthiness.
Supported by numerous other reference sources,the Covey model forms
a cohesive alignment with the Vision and assisted In developing a language
in which to operationalize it.
They include:
-"Be proactive" - Use a margin of freedom to make personal choices.
When leaders have clear vision and are able to communicate that
vision,trust Is born.
-"Beginwiththe end inmind"-Effectivepeople carefully determine who
they want to be and let their mental plan guide their decisions.By living
out of their imagination,they livetheir personal mission statement.
1999 May 25...U8
-"Putfirst things first"-Focusingonpersonalmanagementbydoingwhat
is most worth doing and mostjurgent,one is moved toward achieving
the principle-centred purpose expressed intheir mission statement.
-Thinly win-win"- Everyonewinswhen agreements or solutions are
mutually beneficial and satisfying,and all are committed tothe action
plan.;
-"Seek firstto understand,than to be understood" - Listening firstwith
theintentto understand, then spealdng openlyto express true feelingsimprovescommunication.|
-"Synerglze"-Co-operation grows with respect for individuals by
believing they will dotheirbestand giving themthe freedom theyneed.
Acultureof respect, caring and trust is created.
- "Sharpenthe saw" - Physical,social/emotional,spiritual and mental
renewalispossibleby ongoing personal improvement and a balanced
lifestyle.'
Aprocessto incorporate theSeven Habits of Highly Effective Peoplewith
the goalsofthe Vision was discussed with Coveyrepresentativeson 1999
February 16.After carefulstudyofthe material,they complimented Board
staff on developing such an impressive document.
Following ongoingdiscussions, a letter of agreement has been drafted
regarding developmentofa 14-hourleadershiptraining programintegrating
the Board's vision with the Coveyprinciples including the optionforstaffto
enrol ina Seven Habits training session as part oftheir school plan.
Adrafttrainingmanualusingsystem examples has been writtenjointly with
PremierAgenda,Covey'sCanadian-based companyin Vancouver,British
Columbia.Incorporating suggestions from Thames Valley staff, it
addresses issues thatare globallyapplicabletoallstaffand movestowards
needs ofthe specificpanels. It will be pilotedintwotothree sites priorto
making itavailable throughout Thames Valley.
Itishopedthatthe unionsandfederationswill share as partnersinsupport
of the Vision and through financial [assistance to offset costs of purchasing
resource materials.I
d)Pilot Projects
Pilot projects at F. D. Roosevelt Public School in London,Summers'
Comers PublicSchool in Aylmer,and Lord Dorchester Secondary School
in Dorchester,have been undertaken to fine-tune the process and to
identify any implementation obstades that may have been overiooked.
1999 Mav25...149
Principalsof these schools have completed the Seven Habitstraining and are
supportiveofIts principles.Aswell,the school staffs have agreed to participate
and provide feedback.
e)System*wide Implementation
Itis anticipated that, as a result of these pilots,implementationplans will
varyaccordingtothe needs identified byeach school withthecommongoal
of improving the schoolclimateand ultimately,student learning. Inputand
support has been sought and received from the District's federation
executives,school councils and home and school associations.
Over the next four years,principals,together with their school
stewards/branch presidents,and departments within the Board will be
encouraged to contract, or broker,with the Planning Committee by
submitting a proposal Identifying the in-service and format (using Board
facilitators or a co-facilltator model) to support Implementation in their
communities. They will be encouraged to "think outside the box"as their
plans are developed and to access system resources using a menu-of-
optlons approach whichhave been designed tomove each school alongits
Individual growth continuum.
the following timelines were confirmed:
April 26 •focus group pilot
May 4
-Report to the Board
May 6 -presentation to representatives ofETFO
stewards
May 10.11 - F. D.Roosevelt P.S.pilot
May 10,17,25 - Lord Dorchester S.S.pilot
May 20
•Presentation to Northdale Central Schoo!
Council
May 26 -Official launching withschool administrators
June 1, 2 -Summers'Corners P.S. pilot
June 17 -Presentation to Lord Dorchester School
Council
July 6 -Executive Overview with supervisory officers
and trustees
August 16-20 -Workshops for System Facilitators
September 21-24 -Principals',Vice Principals',Stewards'
/Branch Presidents',Managers'Meeting
October 8 -Common message communicated to the
system
following October 8 -Menu of options presented to schools
/departments
1999 Mav25...150
EVALUATING THE VISION
An important aspect ofthe Vision Initiative will bean ongoing assessment of how
the system has Improved.To this end,regular interim updates will be prepared
and reported tothe Board andtothe system responding tothe questions,"How
arewe doing?"and "How canwe make it better?"As well,an action research
databaseIsbeing developed to provide continuous evaluation bothquantitatively
and qualitatively.The assessment base|line will Include asystem snapshot with
periodbenchmarksto evaluatesystem growth.
The Board's Research and DevelopmentDepartment,together withthe College
of Teachers, is designing the evaluation instrument and investigating the
availability ofresearchgrants. Theresultsoftheresearch will allow the Board to
makeanychanges in direction that are identified.The research will:
-assess the degree ofImproved student achievement;
-consider the factors that contribute to enhanced student achievement;
- determine the levelofparental/community awareness and involvement;
- identifyany reduction indrop-out rates;
-evaluate any improvement in the school climate/culture;
-assess any improvement on learningand studentfocus;and
-assess parental satisfaction.
Discussions are also underway with Dr.Allan Cralg,Program Officerin the
Standards of Practice and Education Unit of the Ministry of Education and
Training,regarding thisThames Valley initiative beingused as a case study. A
liaison person from the CollegeofTeachers has been assigned toworkwith the
Planning Committee inthis regard.
BENEFITS TO THE SYSTEM
I ^
Animportant criteria forthe success ofthe Vision initiative is system awareness
ofhowitwill benefitbothstudents and staff. Asnoted previouslyin this report,the
Vision lays the framework for concrete decision-making as each resolution
considers the impactit will have on student learning.
Students:i
Understanding that Thames Valley'score business Is student achievement,
thisfocus islinkedthrough the three Initiatives.The Seven Habits ofHighly
Effective People are intended to be the vehiclethat providesthis link.For
example, when teachers practice win-win,students are provided with
positiverolemodelsand these positiveresultsripplethroughoutthesystem.
Staff:
The benefitsto staffare twofold inthat opportunitiesare availableforboth
personal and professional growth.'For example,many of the principles
inherent In the Vision are defined in the Seven Habits of Highly Effective
People,stressing the Importance oftrustworthiness, a balanced lifestyle,
listening skills etc. in one's personal life.As well,the Vision provides
defined career paths for all staffinterested inpursuingadministrativeroles.
1999 May 25...151
Becausethe program isbasedonthe Ministry of Education and Training's
StandardsofPractice,an Important benefittoteachingstaffisthe possibility
of professional development accreditation forThames Vaiiey participants
by the Coiiege of Teachers.In assigning accreditation approval,the
College will be looking at projects developed by boards/organizations with
proven track records in professional development.To qualify,Thames
Valley's program mustinclude professional knowledge aspartofthe Caring
Learning Community Framework andthe behavioural descriptors mustbe
closely linked totheStandardsof Practice andtheexpected outcomes for
students. Amentoringcomponent will be included.
Thejoint planning processwith the College ofTeachersmaytakeupto two
years,but would result in significant professional benefits for teaching staff.
System:
Asasystem,endorsement bythe Ministry of Education and Training would
also establish the Thames Valley Board as a leader in professional
development throughout the province.
CONCLUStON
In developing the Vision oftheThames Valley District SchoolBoard,the African
adage,"it takes a village toraise a child"was reaffirmed.
Asa new system,we need innovative,motivated and productive schoolsand
workplaces to realize ourvision.Wewill needto focus as much on staff,students
and values as we do on systems and processes.We can create a CAREing
learning community through:
C:Creative communication
Communication must be creative to get Immediate attention. We can
increasesystemsupportbyseekinginputonkeyIssues thataffectthe
system as a whole.Honesty and open-bookmanagement will build
trust and respect among the Board's stakeholders.
A:Atmosphere and appreciation
Systemleadersneedtocreateanatmosphereconduciveto innovation,
freedom,funandvitality-onethat makes peoplefeelgood abouttheir
work.Appreciation goes beyondmonetaryrewards. Ahandshake, pat
onthe backorpersonal note will motivateemployees and students long
after this small recognition. We can become a grateful system.
R:Respect and reason for being
Asa neworganization,ourstaff andstudents will growfrom respectand
recognition.System leaders can encourage this growth by
demonstrating their commitment in visible,creative ways, and by
recognizingthat everyone is a contributorto the success of Thames
Valley.
1999 lVlav25...152
E:Empathy and enthusiasm
By showing concern and valuing diversity,we will build morale,and
develop asocialconsciousness throughout thesystem.Celebrating our
differences and recognizing inbividual strengths will encourage staff to
feel valued and eager to contribute.
Ifwe are to be successful as a Board,our staff and students must be innovative,
committed and willing to stretch to meetjnew demands.When,asa system,we
commit tosharing responsibility for developing trustand a sense ofmeaning,we
will realize ourvisionas a CAREing learning community.
5. Aprogress reporton Harmonization ofProgramsand Sen/Ices,was received.
Thepurposeofthisreportistoupdatetrustees onthe harmonization ofprograms
and sen/ices that has occurred since amalgamation and to identify areas which
may have an impacton the 1999-2000 budget.
Even prior to the 1998 January amalgamation;-investigation and planning
occurred with respect to the alignment of programs and services provided to
students.The Board has received progress reports on program alignment
approximately every six months.<
The charts have been grouped into three categories:
- Programs and Sen/ices whichhave been harmonized;
Programs and Services which !wl11 be harmonized effective 1999
•September 1;
Programs and Serviceswhicheither require policy and/orbudgetdecisions
or which require further study by staff.
Significant progress has been made over the past six months towards the
alignment of programs and services for|l999 September.These include:the
Board's recent decision on Special Education;changes resulting from the
introduction ofnew provincial curriculumguidelines(e.g.grade 1-8 Science and
Technology);the alignment of English as a Second Language (ESL)programs
across Thames Valley;andthe planned consolidationofMediaServices intoone
distribution centre from Leathorne Street.jThese changes have required,and will
continue to require,consultation and communication to those most directly
affected. Anumber ofthe changes will require on-goingstafftraining.
Some significant challenges are nowbefore us with respect tothe thirdcategory.
Forthe most part,the challenges are financialand will require decisions during
thisspring's budgetprocess.The following programs andservicesare examples
where additional financial supportor re-allocations will be required:
1999 May 25...153
Student Services such as:speech and language; attendance and
counselling;psychological services,social service workers;
Co-instructional athletics;
Upgrades tothe library automation hardware and software to achieve Year
2000 compliance.
The recommendationsofthe ArtsTask Forcepose significant challenges due to
the realities of the student<focused funding formula for capital expenditures,
facilitiesrenovations, and teacher staffing. Ensuring that students have access
to quality music programs (instrumental or vocal)remains a high priority.The
programs, however,may notalllookthe same.
TTie staff is recommending at this time,that the harmonization of French
Immersion/ExtendedFrench programs be delayed until 2000 September.ItIs
expectedthatthe province will be releasing guidelines which may Include policy
statements or recommended entry levels, and percentage of instructional time
for English and French.
The harmonization of programs and services in a four board amalgamation
continues to require significant amounts of staff time,as well as financial
resources.
Costs which will be above present budget allocationshave been noted.
6. The Administration presented a report pertaining tothe Replacementof Non-
Year 2000 CompliantAcademicFileservers - ElementarySchools.
The Year 2000 CoordinatingCommittee recently received a reportfromProgram
Services indicating thata substantial number ofschoolacademic filesen/ers (45)
are notYear2000 compliant and cannotbe upgradedtoYear2000 compliancy.
Fileservers perform a mission critical task in each school. The academic
filesen/ers deliverapplications to students'workstations, store students'files,
deliver printand other peripheral sen/ices necessary forthe completionofwork.
Many of the school fileservers purchased before 1997 are not Year 2000
compliant.Themost critical ofthese arethe 386,486 andearly Pentium models.
All ofthese products are nolongermanufactured. The ability of these machines
to perform their mission critical role using the upgraded NetworkOperating
Systems requiredforYear 2000, is doubtful.The estimated cost to replace the
45 fileservers needing replacement is approximately $600 000.
1999 Mav25...154
Onesourceof funding thatwas considered toreplacethe fileservers was from
the Board's Instructional ComputerAllocation.Selectingthis option would have
a serious impact onthe Board's ability to upgrade the non-Year 2000compliant
computers before 1999 December 31.The Computer Advisory Committee has
developed a formula for the allocation of$4 890 000 worth of computers for
schools across the Board. This Committeehas supported a recommendation
from its Allocation Sub-Committee that the funds be used primarilyto replace
non-Year 2000 compliant 286and386 workstations.Thecost of replacing non-
Year2000 compliant fileservers from these funds would limit the ability ofthe
schools to proceed with their replacement plans.The number of possible
workstations would decrease by approxiriiately 400 (ofa possible1700).
Asecond source of funding thatwas consideredto replacethe non-Year2000
compliant filesen/ers was from the $2 500|000 that the Board has established to
assist in meeting the Year 2000 compliance challenges. The Year 2000
Coordinating Committee approved a recommendation toapproachthe Board for
an amount not to exceed $600 000 from the Year 2000 funds to replace
academic non-Year 2000 compliant filesen/ers.—
The Ministry of Education and Training has recognized theneedtoassistschool
boards with Year 2000 funding In the facility sen/ices area.The expenditure to
replace the non-Year 2000compliant fileservers isanother indication oftheneed
for Ministry assistance Inthe instructional program area.
I
I
Itwas reportedthat the project completion date isto be 1999 September 08 at
a cost not to exceed $600 000.
(See recommendation 1)
7. An overview ofthe planfora new Communications Department was presented.
The importanceofa clear mandate was emphasized.
The Education Improvement Commission's recent progress review of the
Thames Valley District School Boardacknowledgesthat communications will
alwaysbea challengefora boardas largeas Thames Valley.Atthesame time,
the EiC's report recommends that the|Board look for additional ways to
communicateclearlyand consistentlywithcommunitymembers. The report
calls attention to the roleeffectivecommunication plays increating a new board
identity and encouraging people to embrace it.As well,it identifies timely
Information sharing as necessary for creating a culture that ensures parents,
students,staff and community members feel invitedto become an Integral part
of the Board's decision-making process.I
I
While the EIC reportcalled attention tothe need for improved communication,
the Board has been grappling with thisissue for some time now.It recognizes
thatgood communication is critical to the effective operation ofan education
system,andthat all staffneedtoshare In the responsibility for"communicating".
1999 May 25...155
The challenge ishowtodo this inan organization with over7,000 staffat almost
200 sites. In looking at what has happened at other organizations,we see that
whenan organization reaches a certainsize and level of complexity,itisgood
practiceto charge a specificdepartment with a stewardship role In 'terms of
developing and maintaining theorganization'scapacityto communicate in away
thatsupports keydirections.Intakingthisstep, the organizationrecognizes that
unless it establishes a strong centrai communications unit, It will be
disadvantaged with respect to bothhowitisableto share information,and what
Imageitprojects.Itrecognizes thatunless thisstep istaken,communications will
— despite the best of Intentions— remain haphazard, reactive and generally
uncoordinated.
Manyschool boards are realizingthe value ofthis"best practice"and have either
moved to this approach,or are doing so. In these boards,those roles whose
primaryfunctionis"communications","communityrelations",or"media relations"
come under one unit. As a result,these boards have Improved their ability to
contend withthe high degree of change that the education sector is experiencing.
They have positioned themselves to better project a strong consistent image or
message to key Internal and external publics. Clear boundaries have been set
fortheCommunicationsdepartment whichenable the department tosupport the
board with a comprehensive, coordinated communicationsstrategy.
This approach makes sense forthe Thames ValleyDistrictSchool Board as well.
As such,the following mandate is recommended for the Board's
Communications department:
To develop,implement Communication processes,systems and strategies that
enhance organizational directions and effectiveness,the department will focus on
two key areas:
- Information sharing --facilitating/maintaining two-way communication
processes,informationflows and core communications channels in a timely
manner that enhances understanding for Board directions and helps it to
maintain effective relationships with key groups.Effective and consistent
information sharing enhances the level of discussion/dialogue that an
organization has with itself and key publics;
- Perception management ~developing proactive strategies and vehicles that
help shape a strong,positive and credible identity for the Board.
1999 Mav25...156
R6structuring/Re*«ngineering Issues
The establishment of a Communications department and proposed structural
changesare intended to improve the Board's ability to communicate effectively.
The changes proposed are designed [to bring us more In line with the
communications "bestpractices"demonstratedbyotherboardsand organizations.
The following is recommended:
Establish Communications as a centra)conduit (or gatekeeper)for
communications to the system and to various external groups
-ensures monitorlngAracking ofsignificantcommunications,information flows
and expedient retrieval;|
- helps ensure appropriate timing,consistency and coordination of various
communications/information flows.(Provides a very real sense that there is
an established process andthatvarious Individual communicationspieces are
part of an ongoing effort.);|
--provides opportunity,if required and with sender's willingness,to edit/revise
communications;|
-ensures Communications is aware of, and has input into,any stakeholder
consultation process;
-ensures that Communications is aware/involved in all communications
planning relating to system-level initiatives.
Shift Electronic Publishing &Graphics to Communications
- makes It possible to consider each piece/project as part of an overall
communications effort on behalf of the Board,rather than an isolated
message;|
- insures that publications/pieces meet a certain standard^level,insures that
Communications is part of all major communications initiatives.
Establish the role ofthe Communications Department inthe production of Board
publications/brochures Intendedfor internal or external distribution system-wide
and/or externally:
- helps InsureallBoard pieces meet a certain standard, have a common look,
etc., thereby enabling the Boardto projecta more consistent image;
- providesforacoordinatedandintegrated effort andhelpsinsurethatallBoard
communiques are working inharmonywitheach other.
Place the editorial responsibility for the Web within the Communications
Department
Thewebsiteisa keyvehicleforsharing vital information,receiving feedback,and
for projecting the Board's image. If editonal control over the site continues to
function ina decentralized way,itwill be hard to ensure an effectivesite.With the
Information Technology (IT)Department continuing to provide the technology
support that makes the web possible, placing editorial responsibility forthe site
within Communications would:
1999 May 25...157
•provide foreditorial/design control ofthe website justas there would beforany
publication;
-help insure that material intended for posting isof appropriate content for the
Board's website,Is placed In asectionthatIs easily found,andthatthe layout
of material has a unified lool(.
Movetoconsolidate within one department rolesthat function as communications,
publicrelations,communityrelationssupport.
In orderto achieve an Integrated,coordinatedand consistent communications
effort,Itis Important thatthe communications supportforvarious Initiatives comes
from a Communications Department.Ifrolesthat prlmariiy Involve communicating
and liaising with key publics are dispersed among various departments,then It
becomes more difficultto:achieve coordination ofefforts and synergy with respect
to communications;determinewhetherstaffand resources are being deployed
effectively inthese areas.Currently,theSchool Liaison Officer andthe Community
Relations Officer are placedoutside Communications.If,In fact,these and other
related functionswere brought under one area, then the following could start to
happen:
the Individuals with these responsibilities could start acting as a unit.
Information-sharing and problem-solving meetingscouldtake place, as could
joint review of goal setting/objectives with respect to various publics.
Opportunity forsynergywould be greaterand thedepartmentcouldalsofocus
on building a core of skills,and abilitiesto better sen/e the Board;
Communications projectsand Initiatives can be tracked,monitored,speeded
along;
Communications could function as a resource team,offering outside areas a
pool of resources;
Each individual would be more capable of focusing on not just their
responsibilities butonhowtheirspecific communications activitiesfitwithin an
overall effort.
ThisIsa critical step. Oncethe rolesand responsibilities have been consolidated
In the new unit,the next step would be to look at If the photographer and
vldeographerfunctlons fit within Communications.Thiscan be Investigated further
once other Communication matters are resolved.
Establish Communications as a Corporate-level InformationOffice
providesa convenient and comprehensivepointofcontactorclearinghouse
for information about the Board, new developments,consultation processes
underway,etc. Inmostorganizations.Communicationsisthe logicalplacefor
that sort of activity. Having Communications assume this role at the Board
level does not In any way supersede the Information sharing that needs to
take place at the school level.
1999 May 25...158
Scope of Activity-Departmentai Boundaries
public relations,media relations
-public affairs (communications support for Issues management,consultation
processes, government relations)
information central
community relations (representative tocommunity organizations,foundations,
privateand publiccorporations)
scholarships and bursaries coordination (with support from Rnance)
system-wide development/revenue-generation initiatives
internal communications,staff recognition programs
- ,writing/editing forkey information pieces,speeches,information pieces,etc.
stakeholder communications liaison |~school councils,home and school,
studentgroups,(making the distinction between the responsibility for school
councils that would be part of a|superintendent's portfolio,and the
communicationssupport that is providedto that superintendent)
system-level marketing communications,promotions
'- special events planning.Board displays
advertising clearinghouse,logowatchdog
website,intranet responsibility (with support from IT)
system-levelpublications,brochures,information pieces
developing communications strategy - for the system and to assist
departments,schools,principals'programs In meeting their specific
communications challenges
communications training/counsel forleaders at alllevelsofthe organization
ongoing consultation with key internal and external stakeholdergroupsto
identify communications gaps,concerns, and improve processes
videotaping,photography sen/lces
screening/approval (within parametersset by Executive Council)ofmaterialsdistributedbyexternalorganizations|
Proposed Staffing
Assuggestedabove,this proposed staffing model for Communications pulls out
^various roles from other areasand brings them under one unit.While the model
increases the staff in Communications,it does not require that the Board hire any
new staff.The individuals whose roles are recommended to move Into
Communications are verycapable and will learnandgrowso thattheyare ableto
meetnewchallenges.It should be pointed outthatthedutiesand responsibilities
listedundervarious positions reflect current portfolios.Asthedepartmentevolves,
roles and responsibilities will need to change.
Fundamental tothis modelisthe principle that those whose primaryfunctionisto
offer communications support need to be|situated in one unit soas to ensure
integration,alignment and,therefore,greatest benefit of Communications efforts.
Bringing individuals together intoa unit providesthat staff are deployed more
appropriately.!
1999 lVlav25...159
With an appropriate pool of project and clerical support fromwhich to draw upon,
the manager and officers can concentrate on setting overall communication
strategy and providing coordinationand planningfortheir area of responsibility.
It is also importantto mention that given the rolethe department will play vvithin the
organization, Communications needs to continue to report, through the
Communications Manager, directlyto the Directorof Education. Beloware some
of the positions identified for the department:
Communications Manager
manages the staffand resources ofthe Communications Department In away
that is focused and supports the organization
provides and establishes an overall framework or plan that enables
communications planning/activities,for specific initiatives or audiences,can
take place in a coordinated manner
develops a team of people capable of working smoothly together so as to
providethe Board and various internal consumers withthe maximum levelof
integrated and proactive communications services
-ensures Communications supports key organizational directions and priorities
develops (In consultation with department staff,as well as internal and
external stakeholders)communications practices,procedures appropriate for
Thames Valley
provides the communications support,counsel that will enable leaders at all
levels (Board,senior staff, principals, etc.) to meet their challenges.This
includes a combination of ongoing inservice training,one-on-one sessions,
etc.
works with other departments,areas to resolve boundary issues and to
ensure the department isworkingeffectivelywithother units
functions as the Communications Department linkfor major and/or sensitive
Board issues
Communications Officer-Corporate
focuses on corporate level communication activities
serves as editor/writer for key Board publications and information pieces
provides communications planning to support corporate level activities,
initiatives
in consultation with other areas,develops/maintains/promotes a staff
recognition program
coordinates development (editing/layout) of various publications,information
pieces
supports the Director in preparing presentations/speeches/correspondence
supervises reception staff at the Education Centre
represents the Director on internal and community committees
Communications Officer-School Liaison
provides ongoing communications support to schools and the various
stakeholder groups that schools work with
serves as key communications support for school councils,home and school
associations,and student groups
develops.Implements processes/information pieces/events that facilitate
effective relationships among schools,stakeholder groups and the Board
1999 Mav25...160
participates on Internal and community committees to insure appropriate
information sharing |
involved in maintaining ongoing consultation/feedback processes (focus
groups, surveys, etc.)with these stakeholder groups
coordinates production ofvarious Information pieces,specialevents,displays
as required
gatekeeperforoutside material distributed through school courier,monitors
use of the Board logo
Communications Officer-Business and Community Reiations
Board liaison/representative to community organizations,business groups,
foundations,privateand public corporation;represents Director as appropriate
responsible for "institutional advaricement"type activities,e.g. donor
recognition,identifying system-wide development/revenue-generation
Initiatives,project coordinator for awards,scholarships and bursaries program
(with finance/accountingsupport fromFinance)
coordinationand development of programs involving business and schools
system coordination of grant applications;Board liaison with funders;
maintains inter-ministerial,inter-disciplinary relationships to access current
funding trends,e.g.Bridges |
coordinates production ofvarious information pieces,specialevents,displays
as required
Inservice tostaff regarding community involvement/support,fundraising and
writing grants
supervises clerical assistant
Communications Assistant
providesprojectsupport to managerjand officers,including special events,
programs,and display arrangements'
coordination of materials distributioni system communications,community
Information 1
responsiblefor maintaining contact llste,databases necessary fordepartment
to function >
liaises with schools to write"Acrossthe Valley",a good news tip sheet to help
schools notify thesystem,themedia,andthebroader public ofthe good work
being done at the school level
Electronic Pubiishing and Grapiiics Unit
provides in-house graphics design,layout support to both the corporate and
school level |
develops publicationtemplates that can be used at the school level
one person will be Identified as webmasterIn addition to existing duties;this
person will also playa key roleinshaping the Intranet
one person will be identified as secretarial support to the manager and
department
1999 May 25...161
overallgroup will continue to do more or less what they are doing but all
projects will be flowed throughtheCommunications manager or officers tothe
unit'sSupervisor (ratherthan directlyfrom outside departments/areas)so as
to insure integration,coordination ofvarious information pieces
Reception Centre
supervised byCommunications Officer-Corporate
sets inviting tonefor front desk receptionarea at the Education Centre
responsiblefor maintaining mediaclippingsand doingother clericalduties as
assigned
responsible for setting a welcoming atmosphere to the centre by
maintaining/updating student art displays,brochure racks, etc.
responsible for responding to calls through the switchboard and to visitorsto
the Education Centre
responds togeneral inquiriesofa Rnance,Operationsand HumanResource
nature
Interim Steps
Discussion,endorsement by Executive Council
Signaling direction to those whose reporting lines could change
Beginning tomeet as a group priorto actual formation ofunitso as to identify
current projects,set goals, findways ofworking together
Revise/clarify departmentJobdescriptions/portfolios,systems, projectbudgets
Identify training needs, develop/implementrequiredprofessional development
Informthe system (internallyand externally) beginning with areas/units that
will be more significantly impacted
Timelines
Itis recommended that the above structure be in place by the end of 1999 June,
withcompletionoverthe summer;thatway the department is fiJnctional bythe start
of the 1999/2000 school year.Once the core department structure has been
achieved, a furtherstep wouldbe to revisitthe issue of folding photography and
videography services into Communications. Integrating these services would
enable the more efficient productionof various toolsthe department will be working
on. It appears to be more feasible to postpone consideration of this issue until
January 2000.
School Organizations Consulted in the Preparation of this Report
Ontario Public School Boards'Association
Halton District School Board
Kawartha Pine Ridge District School Board
London District Catholic School Board
Ottawa-Carieton District School Board
Peel District School Board
Toronto District Catholic School Board
Toronto District School Board
York Region District School Board
It was noted that there would be no new hirings;existing staff are to be redeployed
more effectively.
1999 Mav25...162
8.The Monthly Financial Statements as at 1999 March 31,were received.
Financial Statement -1999 March 31
Approved Budget 1998 December 08 $517 363 793
Add:Revenues from Special Grant Initiatives
Report Card Implementation Grant , $26363
Add:Miscellaneous Revenue Items ^
1998 Stub Year School Budget Carryforward
Food Sen/ices Rebate
Registrations- Workshops and Seminars
Research and Assessment.Sen/ices
Revised Expenditure Budget •1999 March 31
Revised Revenue Budget •1999 March 31
$623181
92 777
3 600
19 050
$26 363
$518128 764
$518128 764
9. The Reportofthe Poiicy Working Committee meeting of 1999 April 17 was
received.
a) A draft policy onSecondary School Registration ofStudentsAge21 orOver
was introduced.It was noted that at the 1998 October 26 meeting,draft
procedures werepresentedand the Committee directed th'd Administration to
preparea draft policy fortheirconsideration.The draft policy will be reviewed at
a future meeting.
b) J.McCullough,Learning Coordinator,provided an updateonthedraft policy and
procedures forAttendance/Safe Arrival ofStudents. Itwas reported that the
consultation process,which included School Councils,Home & School
Associations,other parent groups, and school staff,has been completed.
Feedback was considered and changes made where appropriate.
The draft policy and procedures were reviewed and amended to reflect the
discussion. Itwas emphasized that the procedures mustclearlyspecifythat
volunteers be appropriately trained adults.
(see recommendation 2)
1999 May 25...163
c) The draft policy and procedures on Transportation were discussed at length.
Clarification was requested pertaining to the rationale for specific programs
having transportation eligibility.The Committee discussedothercircum-stances
where transportation mayneed to be considered when the safetyof younger
students may beat risk.Aspecific location where conditions may not besafe
was discussed and referred to the Transportation Safety Committee for
consideration.
Aletter pertaining to proposed busing changesfor students attending Strathroy
District Collegiate was distributed.Following discussion the matter was also
referred tothe Transportation Safety Committee for consideration.
The Committee decided that further discussion should occur before the draft
policy and procedures on Transportation are submitted to the consultation
process.
d)P.Gryseels,.Executive Superintendent of Operations Sen/ices,provided
background information regarding the implementation of recommendations
contained within the Report of the Woodstock Elementary School Area
Accommodation Study,tobe presented tothe Boardon1999 April 27. Inorder
to comply with the Ministry of Education and Training requirementswith respect
to school closure, the following recommendation to amend the School
Accommodation Poiicy (approved bythe Boardon 1998 September 22)was
reviewed and supported,and will also be presentedto the Board,April 27for
approval.
That the School Accommodation Policy,Paragraph 2, be amended to
include the sentence:'Where the Board has received a report of a
recommendation which identifies a school as a candidate for closure,a
minimum of3monthsshali elapse priortotheBoardfinalizing itsdecision
witfi respect to whether to close the school or not.'"
e) The draft policy on Electronic Meetings was deferred to the next Committee
meeting.
10.The report ofthe Native Advisory Committee meeting of 1999 April 13,was
received.
11.Jhe Director advised that letters have been received from David Johnson,
!Minister of Education and Training,inresponse tothe Board'srequests fornew
facilitiesto address accommodation issues inthe Masonviile and OxbowP.S.
area; and fora new 1,200 pupil place secondary school in StraUiroy.
Recommendations:
1. That the Administration be given approval for an amount up to $600 COO to
replace non-Year 2000 compliant fileservers with funding to be charged tothe
Year 2000 account.
1999 May 25...164
I
2.That the policy on Attendance/Safe Arrival of Students (see page 183)be
approved.
The report is received andthe recommendations are adopted on motion ofNurse and
Brock.,
Trustee Bennett is absent during voting.
65>C.Report of the Committee of the Whole 1999 May25
Reports:
1.No conflicts of interest were declared.
2. The Committee met in camera from 5:00 p.m. to 6:22 p.m. and discussed
confidential property,legal,personnel anb negotiation matters.
Recommendations:
1. Thatthe following teacher resignations to retirement be accepted underthe
mutual consent clause:
Name
David Lewis-Watts
Larissa Masur-Leitch
Effective Date
1999 09 30
2000 02 29
2. Thatthe following probationaryteachers be appointedpermanent,effectivedates
as listed.
NAME EFFECTIVE
ELEMENTARY i
David Annis-Bandola 1999 09 01
Hubert Antone ,1999 09 01
Rosabell Antone '199910 02
Scott Askey 1999 09 01
Christopher Auger 1999 09 01
Juiia Avery 1999 09 30
Tammy Bakker 1999 09 02
Susan Balmain 1999 09 01
Sheiley Barber 1999 09 01
Debra Barfett 1999 09 24
R.Scott Barker ,1999 09 01
1999 May 25...165
NAME EFFECTIVE
ELEMENTARY
Scott Barrett 1999 09 01
Tim Beacock-Mcmillan 1999 09 02
Jennifer Beam 1999 09 01
Tanya Beattie 1999 09 01
Rebecca Bender 1999 09 01
James Benincasa 1999 09 29
Joanne Bennett 1999 09 01
Patti Bergman 1999 09 01
Chantal Bertrand 1999 09 01
Carrie Betteridge 1999 09 01
Milton Betteridge 1999 09 01
Tanneke Blaauboer 1999 09 01
Julie Black 1999 09 01
Jennifer Blain 1999 09 01
SylvieBlais 1999 09 02
ArettaBlue 1999 0916
Debbie Boaz 1999 09 01
Beverly Bolton 1999 09 01
Brenda Bot-Orake 1999 09 01
Heather Bowker 1999 09 01
Heather Bowman 1999 12^14
Jodie Bradburn 1999 09 01
Terry Bristowe 1999 09 01
Lisa Brown 1999 09 01
Marian Brown 1999 09 01
Christine Brownlee 1999 09 01
Lucienda Bultenhuis 1999 09 01
Sheri Burn 1999 09 01
Nancy Butler 1999 09 01
Matina Buttazzoni 1999 09 01
Leigh Calendino 1999 09 02
Kerry Carlyle 1999 10 01
JinCha 1999 09 01
1999 May 25...166
NAME ,EFFECTIVE
ELEMENTARY
Michel Chouinard 1999 09 01
Cathy Clarke i 1999 09 01
Kara Clarke '1999 09 01
Trudy Cloudt-Ridout 1999 09 01
Paul Cobban |1999 09 01
Lara Congram 1999 09 01
Jennifer Conrad
1
1999 09 01
Timothy Coombs '
1999 09 01
Jocelyn Corless 1999 09 02
Donna Coulter 1999 09 01
Kelly Cowan 1999 09 30
Heather Cowx 1999 09 01
Philippa Creery 1999 09 01
Glen Cunningham 1999 09 17
Barbara Dacho <1999 09 01
Donna Davies 1999 0916
Tracey Davies 1999 09 01
Jayne Dawson 1999 09 01
Mary DeKay
1999 09 01
Sandra Desrochers i 1999 09 01
Janine DeVree 1999 09J31
Julie DeVree 1999 09 01
Linda DeVries 1999 0914
Kim D'hanyns 1999 09 01
Robert Diaczun |1999 09 01
Tricia DiCola ,1999 09 01
Lynda Doering 1 1999 09 01
Kimberley Douglas 1999 09 21
Craig Doupe 1999 09 01
Scott Dunn 1999 09 03
Randee Dwyer-Raupp i 1999 09 01
Paul Edgeworth 1999 09 01
Kristen Egener-Black 1999 09 01
Colleen Ellison-Wareing 1999 09 01
1999 Mav25...167
NAME
ELEMENTARY
Julie Elwood
Tina Evola
Ryan Ewasl<iw
Kiersten Fallon
Sandra Ferderber-Gilders
Michelle Ferguson
Tammy Fields
David Fife
Patti Finlay
Dawn Folz
Kristin Frank
Michelle Freeman :
Janice Fuller
Kathy Fulton
Trade Gallagher
Timothy Gauld
Lisa George
Patricia Giannacopoulos
Cynthia Gibson
Debbie Gibson
Theresa Ginther
Nelita Glatt
Jill Goodbun
Francesca Gorbasew
Sally Goulart
Lisa Graham
Melanie Guest
Pamela Gullen
Jeannine Hack
Stephanie Haley
Diana Hatch
Rachel Heydon
Donna Hoad
Flora Housden Johnston
EFFECTIVE
1999 09 21
1999 09 01
1999 09 02
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 02
1999 09 01
1999 09 01
1999 09 01
1999 09 23
1999 09 01
1999 09 01
1999 0915
1999 09 01
1999 09^02
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 May 25...168
NAME EFFECTIVE
ELEMENTARY
Greg Howard
1999 09 01
Jeffery Howard 1999 0915
Peter Howett 1 1999 09 01
Barbara Hoye |1999 09 01
Jennifer Hudson \1999 09 01
Michelle Hull |1999 09 01
Christine Huybers '1999 09 01
Kelli Johnson ,1999 09 02
Georgina Karamoutzos 1999 09 01
Tammy Kaufman 1999 09 01
Deneen Kebbel |1999 09 03
Nancy Kelly '1999 09 01-
Shannon Kelly I 1999 09 01
Rhonda Kembley '1999 09 01
Monika Krysinska 1999 09 01
Sharon Lament 1999 09 01
Melinda Lamoure '1999 09 02
Michael Lander 1999 09 01
J.Cameron Langford '1999 09 01
Karen Larocque 1999 09 22
Cheryl Latford 1999 oaol
Deborah Laverty 1999 09 01
Debbie Leary 1999 09 01
Sharon Lebert 1999 09 01
Yvonne Lennards 1999 09 01
Karen Lepischak 1999 09 03
Owen Lessard 1999 0915
Suzanne Lewis 1999 09 22
Marilyn Limburg
1999 09 01
Karen Lindert 1999 09 02
Jill Lisiecki 1999 09 01
Launa Lopez 1999 09 01
Lisa Loevenmark 1999 09 01
Francois Lukawecki 1999 09 01
1999 May 25...169
NAME EFFECTIVE
ELEMENTARY
Ellen Lundberg 1999 09 01
Karen Lunn 1999 09 01
Catherine MacEwen 1999 09 02
Silvja Maclean 1999 09 02
Sandra MacMillan 1999 09 01
Sheila MacVoy 1999 09 01
Wayne Mallette 1999 09 01
Christina Marath 1999 09 01
Jacqui Martin 1999 09 01
Janice Martin 1999 09 01
Wendy Masciotra 1999 09 02
Patricia McCaig 1999 09 02
Christine McCcubrey 1999 09 01
Donika McFarlane 199911 10
Rosanna McGuffin 1999 09 01
Jennifer McLean 1999 09 01
Kristine McMahon 1999 09 01
Lisa Melchior .1999 09 01
Scott Mick 1999 09 01
Anne Middleton 1999 09 01
Sandra Mills 1999 0a02
Sandra Milord 1999 09 01
Barbara Modesto 1999 09 01
Janet Monteith 1999 09 01
Kristi Moore 1999 09 01
Robin Moorhouse 1999 09 01
Melanie Morris 1999 09 01
Sherri Moyes 1999 09 02
Annette Muellejans 1999 09 01
Elfriede Munroe 1999 09 08
Sheryl Myers 1999 09 01
Nancy Nowacki
1999 09 22
Elena Ollson 1999 09 01
Wendy Olson 1999 09 02
1999 Mav25...170
NAME EFFECTIVE
ELEMENTARY
Denise O'Neill 1999 09 01
Kimberly Opdecam 1999 09 01
Marianne Ostrander >1999 09 01
Mary Ott
1999 09 01
Bill Panopoulos 1999 09 01
Cathy Parker 1999 09 01
Barbara Parsons 1999 09 01
Judy Paslc-CIancy.1999 09 01
Susan Peetsma 1999 09 01
Todd Peters 1999 09 01
Jeff Plescic 1999 09 01
Thomas Pietrangelp 1999 09 01
Paul Ponte 1999 09 01
Dorllse Poole 1999 09 01
Nancy Provencher 1999 09 01
Roy Ralmundo 1999 09 01
Cheryl Rayburn 1999 09 25
Chelsey Reld 1999 0917
Melissa Reid 1999 09 01
Derek Rhodes 1999 09 02
HollyRipley 1999 09.08
Maria-Use Roberts 1999 09 01
John Robertson 1999 09 01
Joanne Robinson 199910 07
MerIa Robinson-Harris 1999 09 01
Gayle Rooke 1999 09 01
Christopher Ross 1999 09 01
Jennifer Russell 1999 09 01
Michael Salter 1999 09 21
Martin Schlemmer 1999 0917
Kelly Schultz 1999 09 01
Jay Scott 1999 09 01
Terry Sefton 1999 09 01
Kathryn Shanks 1999 0916
1999 Mav25...171
NAME EFFECTIVE
ELEMENTARY
Mistie Sharkey 1999 09 01
Anita Shin 1999 09 01
Lynda Shoebottom 1999 09 01
Catherine Sholdice 1999 09 01
Tricia Singer 1999 09 02
Jason Skeliett 1999 09 01
Sarah Slater-Mendham 1999 09 01
Alexandra Smith 1999 09 01
Jeff Smith 1999 09 01
Robert Smith 1999 09 01
Angela Smithers 1999 09 01
Linda Sokalski 1999 09 01
SueSoldan 1999 09 01
Jason Stanat 1999 09 01
Kimberly Stover 1999 09 01
Daniel Surman 1999 09 01
Lynn Szentimrey 1999 09 01
Brian Telfer 1999 09 01
Rainer Tellers 1999 09 01
Natalie Temple 1999 09 01
Henricus Terpstra 1999 09,01
Sharon Thompson 1999 09 01
Russell Thomson 1999 09 01
Cherle Thornton 1999 09 01
Cynthia Thornton 1999 09 28
William Trelford 1999 09 01
KimTruax 1999 09 01
Shona Truchon 1999 09 01
Jennifer Tudhope 1999 09 01
Jennifer Valcke 1999 09 01
Robyn Vandenbroek 1999 09 02
Melanie VanWyk 1999 09 01
Shirley Walters 1999 09 01
Todd Webster 1999 09 01
1999 May 25...172
NAME
ELEMENTARY
Kathy Weeks
Jodie Weiner
Judith Wiener
Rachelle Williams
Thomas W.Willson
Barbara Wilson
Jodi Woodburn
Holly Woods
Shelly Wybo
Christine Zacharias
NAME
SECONDARY
Michael Adams
Brian Anderson
Martha Andrews
Otilia Antunes
Beverley Armstrong
Lori Armstrong
KeithAvery
Elaine Back
Melanie Bannori
Lorenzo Barbon
Michael Barry
John Banvell
Veronika Bauer
Gregory Bell
John Bernans
Christina Bernat
Penny Bikos
Thomas Black
Leanne Borho
EFFECTIVE
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
EFFECTIVE
199911 04
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 02
1999 09 01
1999 09 03
1999 09 02
1999 09 01
1999 09 01
1999 09 21
1999 09 21
1999 09 08
1999 09 23
1999 09 01
1999 09 01
1999 Mav25...173
NAME
SECONDARY
Tanya Braca
Rosie Brazier
Jacqueline Brodslcy
George Builas
Laurie Buncli
Bradley Campbell
Jill Chalmers
Edward Chapman
Christine Chappell Fonseca
Linda Cherry
Joseph Chetcuti
Joseph Cianci
Julie Clancy
Michelle Colton
Bridget Conway
Niall Cooke
John Cox
Shari Craig
Heather Crowell
Leslie Dare
Paul Darosa
Nina Davis
Melissa DeBruyne
Michael Deeb
Christina Denezis
Evelyn D'Oria
Julie DeWachter
Janet Dixon-Snaden
Sharon Docherty
Hartmut Doering
Caroline Dolny Guerin
J.Derrick Driscoll
Jeff Dundas
Helen Fadel
EFFECTIVE
1999 09 22
1999 09 21
1999 09 01
199912 01
1999 09 01
1999 09 21
1999 09 21
1999 09 01
1999 09 03
1999 09 01
19991019
1999 10 19
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 22
1999 09 08
1999 09 01
1999 0912
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 21
1999 09 28
1999 09 01
1999 09 01
1999 09 01
1999 09 21
1999 09 21
1999 May 25...174
NAME
SECONDARY
EFFECTIVE
Candica Fisher 1999 09 21
Kevin Fogarty 1999 09 01
Anne Fong 1999 09 01
Linda Foster 1999 09 01
E.Angela Found 1999 0918
George Friesen 1999 0918
Theresa Galea 1999 08 05
Lauren Gale'English 1999 09 01
Romeo Gallant 1999 09 02
Danielle Gardner 1999 09 01
Gerald GIrouard 1999 09 21
William Granger 1999 09 01
Matthew Greeson 1999 09 01
Kim Grenier-Carter 1999 09 03
Steve Guillemette 1999 09 01
Katherine Hajer 199911 09
Gary Haldenby 1999 09 22
Michael Hall 1999 09 01
Cynthia Halonen 1999 09 01
Jessie Hanke 1999 09 08
Andrea Hansen 1999 09^1
Dana Harder 199910 06
Jane Hardy 1999 09 01
Mary Hatton
1999 09 01
Joan Hay 1999 09 01
Jaymes Henwood 1999 09 01
Jay Hoel^stra 1999 09 01
Andrew Hogg
1999 09 01
Christine Holmes 1999 09 01
Tracey Iddison 1999 09 01
Shannon Jensen 1999 09 01
Chad Johnson 1999 09 21
Timothy Johnston 1999 09 01
Dennis Karasek 1999 09 01
1999 Mav25...175
NAME EFFECTIVE
SECONDARY
Melanie Kaartlnen 1999 09 01
Travis Kartye 1999 09 01
Lee Keddie 1999 09 01
David M.Kindree 1999 09 01
Wendy Kirwin 1999 09 01
Julie Kleuskens 1999 09 01
Annmarie Kokkoros 1999 09 01
Gillian Korsch 1999 09 01
Susan Krause 1999 11 13
Bryan Kussner 1999 09 01
EdLacika 1999 09 22
Lynne Lagrandeur 1999 09 03
AmyLeffler 199910 06
George Letsos 1999 09 01
Glynn Leyshon 1999 09 01
Laura Lidster 1999 09 28
Roderick MacDonald 1999 09 01
Ewan MacKintosh 1999 09 21
Heather MacVoy 1999 09 01
Jennifer Magierowicz 1999 09 01
Wanda Maracle 1999 0901
Maria Marcotullio 1999 11 23
Rachelle Martin 1999 0914
Karen Masson 1999 09 01
Andrea Maxwell 1999 09 02
Cathy McGee 1999 09 01
Mark McLean 1999 09 21
Christine McLeod 1999 09 01
Lisa McMillan 1999 09 01
W.John McNorgan 1999 09 01
Daniel Mendham 1999 09 01
Carolyn Mercer 1999 08 05
Agnes Meszaros 1999 09 01
Michael Milne 1999 09 01
1999 May 25...176
NAME
SECONDARY
A.Tina Mitsopoulos
Arlene Moffatt
Herbert Murray
Michelle Murphy-Clifford
Barry Myette
Katerina Novak
William(Tim)Oldham
Monika Oswald
Georgia Panopoulos
Phoebe Parish
Mary Partridge
Lisa Pastorius
Bruce Power
Q.Nancy Rail
Cathy Randall
Paul Reesor
Grant Reveler
Brady Rivard
Narda Robbins
Raymond Roberson
Gavin Robertson
Joseph Robinson
Alisa Rodenburg
Lon'aine Ruddick
Linda Said
Heather Saunders
Scott Savage
Susan Schmitt
William Schneider
Mary Schofield
Sherida Scott
Ethel-Mae Seaman
Melanie Seifert
Christine Sharpe
EFFECTIVE
1999 09 01
1999 08 24
1999 08 24
1999 09 28
1999 09 01
1999 09 08
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 09 01
1999 10 21
1999 09 01
1999 09 01
1999 09 01
1999 0914
1999 09 28
1999 10*29
1999 09 01
1999 09 01
1999 09 28
1999 09 28
1999 09 01
1999 09 01
1999 09 01
1999 09 02
1999 09 01
1999 09 28
1999 09 22
1999 09 09
1999 09 01
1999 Mav25...177
NAME EFFECTIVE
SECONDARY
Susan Siewert-Deibler 1999 08 25
Heather Simpson 1999 09 01
Chrysanthe Skikos 1999 08 04
Peggy Siegers 1999 09 01
Michelle Spence 1999 08 21
Jay Spencer 1999 09 01
Gregory Stage 1999 08 05
Alex Stanat 1999 09 01
Aaron Steenholdt 1999 10 08
Robert Steller 1999 09 01
Ann Michele Stenning 199910 06
Michael Stenning -1999 09 01
Christine Stewart 1999 09 08
Ann Stockford 1999 09 01
Paul Sydor 1999 09 02
Katherlne Taggart 1999 09 01
Ian Talbot 1999 09 01
Sherry L.Titus 1999 09 29
Christopher Tye 1999 09 01
Mark Verbeem 1999 09 01
Lisa Verberne 1999 09-01
Andrea Vinke 1999 09 21
John Vis 1999 09 01
Ruth Wagler 1999 09 01
Susan Warden 1999 09 01
Nancy Watson 1999 09 01
Elizabeth Webb 1999 0914
Devon Weedon 1999 09 01
Linda White 1999 09 01
David Williams 1999 09 21
Mary Williams 1999 09 01
Cindy Wiiliamson 1999 09 01
Robert Williamson 1999 09 21
1999 Mav25...178
NAME EFFECTIVE
SECONDARY
1
1
i
1
KellyWilton 1 1999 09 21
Casey WInegard j 1999 09 01
Kelly Winegard ;1999 09 01
Chris WIsmer 1 1999 09 03
Todd Woollings
1 1999 09 01
1
Yvonne Yarker 1 199912 01
Mike Zarkovich 1 1999 09 01
Iman Zebian i 1999 09 28
Tanja Zientara 1999 09 01
The report is received andthe recommendations are adopted on motion of Brock and
Hart.'
65*D.Report of the Chairs'Committee -Ad Hoc Committees
The Chairperson provides an update pertaining to the sunset dates forthe
following AdHoc Committees that are nearingorpast their sunset date:
-School Councils/Community Involvement
~Education Partnerships
Performance Indicators Process -System &Director's Review
.Review of Board Interim Bylaws
In acknowledging the importance of ^e work of these committees to date,
and that these committees are workirig towardcompletingtheir mandate, it
is recognized that they continue inan expedient manner until appropriate
completion.|
I
The report is received on motion of Stewart and Bennett.
i
MOTIONS -NOTICE OF WHiCH HAS BEEN GIVEN
66-A.None at this time.
1999 May 25...179
ADDITIONAL BUSINESS
67-A.The Richmond Beck Scholarship Fund
CanadaTrustisthe CorporateTrustee ofThe Richmond BeckScholarship
Fund (established in 1974).According to the original Will:
"ACommittee consisting ofthe Principaland VicePrincipalofthe East
Elgin District High School, The Chairman of the Board of the said
school, The Mayor of the Town of Aylmer, Ontario, and a
representative ofThe Canada TrustCompanyshall be formedforthe
purposeofselectingthestudent and/or students towhomascholarship
shall be awarded,with the final selection thereto being subject to The
Board of East Elgin DistrictHighSchool."
Inthe past the Selection Committeehas submittedyearly,the names ofthe
winners of the scholarship to the Elgin County Board of Education for
ratification bythe Board,at the July Board meeting. Lastyear the names of
the winners were submitted to the Thames ValleyDistrictSchool Board and
ratified bythe Board at Its meeting on 1998 September 08.Canada Trust
cannot issue cheques to the winners untilafter the Board has ratified.
Part ofthe criteria for Uie scholarship is based on student marks.Since final
examinationstake place towardsthe end ofJune,September wouldbe the
eariiest an approval could be granted. The recommendation giving the
trustee representative authoritytoapprove the winners,wouldallowCanada
Trust to issue cheques Ina more timelymanner. There is no cost to the
Board.
Recommendation:
That the Chairperson or trustee delegate who sits on the Selection
Committee for The Richmond Beck Scholarship Fund, be authorized on
behalf ofthe Board, to approve the recipients ofthe scholarship,in order to
complywiththe Will ofthe late Richmond Beck.
The report is received and the recommendation is adopted on motion of Nurse and
Brock.
67-B.OPSBA -Trustee Representation
Recommendation:
That Trustees Bennett and Nurse continue as the Board's representative on
the Ontario Public School Boards'Association and that Trustee Brock
continue as the alternate.
The recommendation is adopted on motionof Vaughan and Peters.
1999 May 25...180
67-C.OPSBA Report -Resolutions from Member Boards
Thefour resolutions from MemberBoardspresented at the 1999 Annual
General Meeting ofthe Ontario Public SchoolBoards'Association;as
set out below,are presented and discussed.
Resolution #1
Origin:Ottawa-Carleton District SchoolBoard
Subject: Education FundingModel
BE IT RESOLVED THAT OPSBA
a)request the Minister of Education and Training to act on the
recommendations ofthejolntOPSBA/OASBO report-Education Funding
Inthe ProvinceofOntario,AReviewofthe Issues -to modify the funding
model;and
b) requestthe Minister of Education and Training to establish a processfor
annual review of the funding'model jointly with OASBO and
representatives-of the provincial trustee and supervisory officer
organizations.
Resolution #2
Origin:Ottawa-Carleton DistrictSchool Board
Subject:Standards forSpecial Education
WHEREAS the present fundingforspecial education InOntario appears to
be based not on sound,rational staridards,but on the availabilityof funds
and average spending by boards;Wl|lEREAS special education funding in
boards such as the Ottawa-Carleton District School Board had been based
on satisfying the needs ofstudents priorto Bill 160,andhas sufferedserious
erosion from the present provincialfunding formula; and-
WHEREASthe lackofrational standards forfunding has rendered impossible
the meaningful measurement ofhowthe needs ofthe students are satisfied
in any board;
THEREFORE BE IT RESOLVED THAT OPSBA:
a) request the Minister of Education and Training to detemiine clear and
complete statements of educational goals,principles and policies,
reflecting theneeds ofa sound,specialeducationsystem which would be
consistent withthe educational directions prescribed by the Ministry of
Education and Training (wording adopted fromthe OPSBA publication:
"EducationFundingInthe Provinceof Ontario),
b) requestthe Minister of Education and Training touse these stated goals,
principlesand policiesto identifya range of special eduction program
models and to develop a funding model to meet the needs of these
program models; and '
1999 Mav25...181
c)request the Minister of Education and Training to fund suchastudytobe
undertaken by OPSBA jointly with other partners determined by the
Ministry of Education and Training should the Ministry be unable to
conduct the study itself.
Resolution #3
Origin:Ottawa-Carleton District School Board
Subject:Funding for English as a Second Language (ESL)
WHEREAS the present provincial funding for ESL isbasedonan assumption
that students who have lived in Canada for three years or longer would
presumably not require any help in improving their linguistic ability for
equitable learning inthe classroom;
WHEREAS the provincial funding approach appears to have only the
objective of reducing thecostof ESL education intheschools;
WHEREAS this arbitrary funding approach has completely ignored the
genuine needs of many studentse.g.those born inCanadabut brought up
ina non English speaking environment,students born or brought up ina
French-speaking environment in Quebec,etc.;
WHEREAS the lack of linguistic competence for whatever reasons will
deprive astudentofthe equitable accessto quality education,and will cause
classroom difficuities for other students;
THEREFORE BE IT RESOLVED THAT OPSBA request the Minister of
Education and Training tobase its funding forESLonthe linguistic needs of
the students, instead ofany arbitrary limitation on the lengthoftimeofstay
in Canada,and that itconsult withOPSBAto agree on guidjng principles to
enable boards to determine the linguistic needs
Resolution #4
Origin:Rainbow District School Board
Subject:Principal/Vice Principal Certification Programs
BE IT RESOLVED THAT
OPSBA petition the Ministry of Education and Training to ensure that
institutions offering courses leadingtothe certification of principals and vice
principals update these programs to reflect the additional management
responsibilities of principals andvice principals as they perform theirdutiesin
today'sschool environment (e.g.implementation of collective agreements).
Comments:This resolution is endorsed by Bcecutive Council.
The four resolutions are supported on motionof Brockand Stewart.
1999 Mav25...182
67-D.Trustee Resignation
Trustee Metres has moved out of the Thames Valley DistrictSchool Board
area and, in accordance with the Education Act,Section 221(3). which
requires trusteesto live within the area ofthe Board theyare representing,
she is no longer eligibleto represent the Londonarea.
Recommendation:
Thatthe resignation ofTrustee Mary Lynn Metras,effective 1999 May01,be
accepted with regret.|
The report is received and the recommendationjis adopted on motion of Vaughan and
Bennett.
67-E.Trustee Vacancy
The Boardhas an obligation to fill the trustee vacancy (see item67-Dabove)
within 60days,forthedurationoftheterm,in compliance with the provisions
of the Education Act,Section 221.
The options available are to:
-appoint bygoing tothe person with'the next highest number ofvotesfrom
the previous election;I
- appointafter an application/selectionprocess;
•call an election.i
Having consulted with our solicitor,the Chairs'Committee recommends
option 1.
Recommendations:
1.Thatthe person with the nexthighestnumberofvotes from the previous
election, be appointed to the trustee vacancy.
2. That,subject to approve,the Chairpersonbe authorizedto act on the
above resolution immediately.
The report Is received andthe recommendations are adoptedon motion of Brock and
Bennett.
COMMUNICATION
68-A.None at this time.
ADJOURNMENT
I
The meeting adjournsat 9:05p.m.on motion oH/aughan and Hart.
CONFIRMED
,Chairperson
1999 May 25...183
Thames Valley District School Board POLICY
Title ATTENDANCE/SAFE ARRIVAL OF Policy No.
STUDENTS
Depari:ment OPERATtONS Status
Reference(s)MINISTRY OF EDUCATION AND Effective
TRAINING PROGRAM POLICY Date
MEMORANDUM 123
Elementaryschools shalldevelop appropiiate procedures to monitorthe attendance
of students and their safe arrival at school.
1.Parents/guardianshave the primary responsibility to ensure theirchild'ssafe
arrivalat school. Schools shall support parents in these efforts by developing
appropriate proceduresto assist in monitoring the attendance ofstudents and
their safe arrival at school,the school will attempt,in accordance with the
Procedures, tocontactthe parents/guardianswheneveran elementaryschool
student's absence is unexplained.
2.Written procedures concerning the monitoring of student attendance shall be
developed and implemented by elementary schools with advice from school
councils,parent organizations,parents/guardians,band councils and other
community members. Procedures shall reflectthe local needs and particular
circumstances of the school and the community.
3.Parents/guardians are responsibie for informing the school on a timelybasis, if
a student will be late for, or absent from,school at any timer
4.Confidentiality shall be maintained by those involved in any aspect of the
attendance or the safe arrival procedures.
5. A copy of each school's Safe Arrival Procedures shall be approved by the
Superintendent of Education priorto its release to parents/guardians.
Administered By SCHOOL PRINCIPALS Board Resolution/Date
Date of Last
Amendment