HomeMy WebLinkAboutAgenda Package - Ad Hoc Policy Review Committee_Jun20_2024
Ad Hoc Policy Review Committee
AGENDA
June 20, 2024, 5:30 pm - 8:30 pm
Zoom Meeting
Pages
1.Call to Order
2.Acknowledgement of Territorial Lands
3.Declarations of Interest
4.Approval of the Agenda
5.Matters for Action:
5.1 Report 24-086, Revisions to Policies in Response to the Revised PPM
128, The Provincial Code of Conduct and the School Board Codes of
Conduct (M. Giroux)
2
5.2 Report 24-090 Approval of Revisions to Policy P.051.GOV Director of
Education Performance Appraisal
32
5.3 Report 24-082 Approval of Revisions to Policy P.005.GOV Board
Member and Student Trustee Expenses and Support Services (M.
Giroux)
76
6.Matters for Discussion:
6.1 Report 24-072 Update on the Advisory Committee on Equity Policy
Review
92
7.New Business -- Information and Inquiries
8.Adjournment
1
AD-HOC POLICY COMMITTEE 20 June 2024
Report No.24-086
REVISIONS TO POLICIES IN RESPONSE TO THE REVISED PPM 128
THE PROVINCIAL CODE OF CONDUCT AND THE SCHOOL BOARD
CODES OF CONDUCT
Key Contact:Michèle Giroux,Executive Officer of Corporate
Services,Ext#8310
PURPOSE:
1.To seek input on the proposed revisions to the OCDSB policies related to the
Ministry’s PPM 128 The Provincial Code of Conduct and School Board Codes of
Conduct.
STRATEGIC LINKS:
2.The proposed updates are in line with the requirements of the revised PPM128
which reflects the Board’s commitment to good governance as set out in the
Ottawa-Carleton District School Board’s (OCDSB)2023-2027 Strategic Plan.
CONTEXT:
3.To help foster positive school climates that support the achievement and
well-being of students in Ontario,on 28 April 2024,the Ministry Updated PPM
128 Provincial Code of Conduct and School Board Codes of Conduct.The
revisions provide streamlined direction to boards,and reiterate expectations for
members of the school community to help address concerns raised by school
boards over the last year.Specifically,the revisions address the following:
●Restrictions on the use of personal mobile devices,including
smartwatches,tablets,and laptops,to reduce distraction during
instructional time;
●Enforcement of restrictions to the use of personal mobile devices;
●Restrictions to the access to social media platforms on school networks
and school devices;
●Enforcement of consequences for student use/possession/provision of
tobacco,electronic cigarettes (vaping),and nicotine products while at
school;
●Signage in schools to communicate the Code of Conduct behaviour
expectations;and
●Explicit prohibition of sexual harassment,theft,and use of abusive
language.
Report #24-086 Revisions to Policies -PPM 128 1
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This report addresses the implications of the new requirements on our policies and
procedures and seeks input from trustees on the revisions proposed by staff.
KEY CONSIDERATIONS:
4.A Shift in the Ministry’s Direction
In this PPM the Ministry recognizes that policies would be at a high level and the
implementation would be left to the procedures.This has afforded staff the
flexibility to house the new requirements in either policies or procedures
depending on the nature and magnitude of the change.Below is a list of the
policies and procedures that are affected by the revised PPM128.
5.Policy P.125.SCO School District Code of Conduct (Appendix A)
The District Code of Conduct houses most of the new requirements of the
revised PPM128.The proposed revisions in Appendix A address the following:
✔The ban of personal mobile device use during instructional time and
referring the reader to Policy P.100.IT,Appropriate Use of Information
Technology for further direction.
✔The requirement to post signage in school entrances and other visible
places that reflect the behavioural expectations of the District’s Code of
Conduct.
✔The requirement to refrain from recording,taking,or sharing
non-consensual recordings or photos of members of the OCDSB
community.
✔The requirement of all community members to resolve conflicts
peacefully.
✔The ban on the possession,provision,and use of cigarettes,electronic
cigarettes,tobacco,and nicotine products.
6.Policy P.100.IT Appropriate Use of Information Technology (Appendix B)
The proposed revisions to the Appropriate Use policy address the following:
✔Enforcing or implementing the minimum requirements of the ban on the
use of personal mobile devices.
✔Giving the principals the discretion to impose further restrictions to the use
of personal mobile devices only in consultation with and with support from
the school community.
✔The restrictions of access to social media platforms on school networks
and devices of the District.
✔The direction to identify exceptional circumstances when social media can
be used for educational purposes.
✔The direction to all members of the OCDSB community not to record,take,
or share non-consensual recordings or photos of members of the
community.
7.Policy P.026.SCO Student Suspension and Expulsion
The Student Suspension and Expulsion policy currently includes language that is
broad enough to address the consequences of students refusing to surrender
their cell phones when they are not stored out of sight during instructional time.
Specifically,P.026.SCO Section 3.14 (j)states that:
Report 24-086 Revisions to Policies -PPM 128 2
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“….it is the policy of the Board that a principal shall consider whether to suspend
a student from one to 20 school days if they believe that the student has
engaged in any of the following activities:j)any act considered to be contrary to
the Board or school code of conduct.”
This policy will therefore not require any revisions in response to the revised
PPM128.
8.Procedure Work
A number of procedures are affected by the revisions to PPM128,including:
●PR.522.SCO Smoking and Vaping on Board Premises will indicate that the
ban on smoking and vaping includes the possession of nicotine,cannabis
(unless the student/staff is a medical user)and electronic cigarettes.
●PR.534.SCO Search and Seizure (Students)will clarify the handling
instructions for surrendered prohibited items (such as tobacco,electronic
cigarettes,nicotine products,alcohol,illegal drugs,as well as personal cell
phones).
●PR.622.IT Appropriate Use of Information Technology (Students)will
include the Restrictions on personal mobile devices and consequences of
non-compliance;
●PR.507.CON Community Use of School Facilities will include the
requirements for permit holders to abide by the District Code of Conduct.
●New PR.702.IT Appropriate Use of Information Technology (Staff)will
include the requirement of staff to not use personal mobile devices during
instructional time unless for work-related purposes,and not record,take,
or share non-consensual recordings or photos of other members of the
OCDSB community;
●New PR.708.IT Social Media will include the restriction of access to social
media platforms on school networks.
While staff has already started proposing revisions,they are mindful of the
ongoing work of the Technical Implementation Task Force established by the
Ministry along with education partners,parents,students and medical experts to
support the implementation of the new requirements.Any recommendations or
strategies resulting from this provincial work will inform our procedure revisions.
RESOURCE IMPLICATIONS:
9.The changes to PPM128 will require additional resources to facilitate the
enforcement of the new requirements.With regards to the ban on vaping,the
Ministry has indicated that funding will be provided to schools to install vape
detectors so they can better enforce the new rules.Wrap-around support for
students will be increased to support learning,addictive behaviours and
implementation.
The Ministry also indicated that it would provide training for teachers and support
for parents on how best to manage this change.Further resources might be
required to acquaint administrators with the new requirements and allow for the
implementation of IT strategies in schools to control access to social media
networks,all of which will be covered by the departmental budgets.
Report 24-086 Revisions to Policies -PPM 128 3
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Business and Learning Technologies (B<)is currently reviewing options for
restricting Social Media on the school networks and student devices as directed
by the PPM.Currently,firewall policies are set for secondary schools,elementary
schools,and administration buildings.The category of social media is partially
blocked in all three settings.Currently,Facebook,Instagram,and X are open in
all three settings.TikTok and Snapchat are blocked in the elementary division
only.There are currently no policies to block sites on the device,only on the
firewall which means students who take devices home will be subject to whatever
policies are on their home network.
To comply with the PPM,B< will block Facebook,Instagram,X and Snapchat
on both the elementary and secondary school networks.This will make these
sites unavailable to anyone attempting to access the sites via the school wifi or
wired network.Since many schools use some of these sites to communicate with
their communities staff are in the process of looking at the option of segregating
the network for staff so we can make sites such as Facebook,Instagram and X
available for that purpose.A proof of concept is planned for the fall and should it
prove successful staff will roll it out system-wide in January.
The OCDSB will block all social media sites on OCDSB student Chromebooks
through the Chrome management console.By doing this,students will not be
able to access social media sites when they take Chromebooks home to
complete assignments.We are also restricting access to extensions which will
prevent the loading of Virtual Private Networks (VPNs)which bypass our
firewalls.
COMMUNICATION/CONSULTATION ISSUES:
10.The District has posted an overview of the revised PPM128 and the new
requirements on its consultation platform in order to solicit feedback from the
public.A list of the policies and procedures that are expected to be revised has
been added to the consultation webpage for more informed input from the public.
Feedback was accepted until 14 June 2024.As the proposed revisions are
regulatory requirements and due to the timeline imposed by the Ministry for the
enforcement of the new changes being September 01,2024,no further
consultation would be possible at this time.
Over 120 contributions were received through Engage OCDSB,most of which
were supportive of the new direction.A significant number of the contributions
addressed the issues that would emerge with the implementation of the new
requirements,such as:
●The importance of raising awareness among students about the harms of
excessive use of cell phones;
●The liability of staff for students’personal devices’loss or damage;
●Issues emerging with the unsupervised use of cell phones during lunch
and recess.Some suggested the extension of the ban to the whole
instructional day for grades 7 and 8 to be able to socialize with their peers;
●The additional responsibilities of policing personal mobile devices’use are
placed on educators;
●Recommendations to exclude smartwatches from the use ban;
Report 24-086 Revisions to Policies -PPM 128 4
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●Strategies for handling new parent calls through the office;
●Supports for staff and students who are addicted to their devices;and
●The implication of the ban on field trips held during the instructional day.
On 05 June 2024,feedback was received through discussions with principals
and vice principals at the Systems Leaders’Meeting.The following themes
emerged in the discussion:
●The success of cell phone bans in schools that had adopted such
initiatives earlier has proven to rely on support and buy-in from the whole
school community.This was achieved through communication that
focused on well-being and the positive effects of the ban on the student's
education;
●The possibility of using mobile device hotels in schools and whether the
District would supply these hotels to schools;
●The importance of consistency in the implementation of the new
requirements,especially early on in the new school year and amongst
staff of every school;
●Questions were raised around the use of smartwatches where
applications are blocked during school hours and tracking devices and
whether they would be exempt from the “out of sight”requirement;
●Principals want to have the authority to determine discipline and have
concerns about the efficiency of progressive discipline;
●There are questions around whether the bans are applicable for OSTA
and how this will be enforced on buses and transportation;
●There is a push for educators to model appropriate use to students and a
request for the District to supply more walkie-talkies;and
●The challenges faced by schools with K-8 students due to the requirement
to adhere to two different standards.
On the other hand,the District awaits further clarification from the Ministry with
regard to the implementation of the new requirements of the PPM,especially on
the ban of social media from school networks and the signage requirements in
order to communicate the Code of Conduct behaviour expectations with the
OCDSB community members.
RECOMMENDATION:
A.THAT the proposed revisions to Policy P.125.SCO School District Code of
Conduct,attached as Appendix A to Report 24-086,be approved;and
B.THAT the proposed revisions to Policy P.100.IT Appropriate Use of
Information Technology,attached as Appendix B to Report 24-086,be
approved.
Michèle Giroux
Executive Officer of Corporate Services
Pino Buffone
Director of Education and
Secretary of the Board
Report 24-086 Revisions to Policies -PPM 128 5
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APPENDICES
Appendix A -Revised Policy P.125.SCO School District Code of Conduct
Appendix B -Revised Policy P.100.IT Appropriate Use of Information Technology
Report #24-086 Revisions to Policies -PPM 128 6
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,
POLICY P.125.SCO
TITLE: SCHOOL DISTRICT CODE OF CONDUCT
Date Authorized: May 2008
Last Revised: XXXXXX
Last Reviewed: XXXXXX
COMMITMENT TO INDIGENOUS RIGHTS, HUMAN RIGHTS, AND EQUITY
The Board recognizes its responsibility to ensure that this policy and associated procedures promote
and protect Indigenous rights, human rights, and equity, The Board will strive to address and
eliminate racism and structural and systemic barriers for students, staff, and the community.
1.0 OBJECTIVE RATIONALE
To set out the expected standards of behaviour for all people in the OCDSB Community in
support of positive and respectful learning and working environments that enable students to
reach their full potential.
2.0 DEFINITIONS
Please refer to Appendix A for a list of definitions of terms used in this policy.
3.0 GUIDING PRINCIPLES
3.1 The Board recognizes that schools are places that support and guide students in their
development and participation in a diverse, democratic, anti-racist, anti-discriminatory,
and inclusive society.
3.2 A positive School Climate exists when all members of the OCDSB Community feel safe,
accepted, and valued upholding social justice and the human rights and dignity of each
person.
3.3 Active and engaged OCDSB Community members are aware of their rights and their
responsibility to respect the rights of others.
3.4 The Board recognizes that Bullying, Harassment, Sexual or Gender-based Harassment,
and Discrimination are serious issues that have far-reaching consequences for both the
OCDSB Community and the community at large as it:
a) adversely affects an individual’s well-being and ability to learn;
Appendix A to Report 24-086 8
b)adversely affects healthy relationships,the OCDSB Environment,and the School
Climate;
c)adversely affects a school’s ability to educate its students;and
d)can have long-term effects on individuals.
3.5 The Board recognizes that children who suffer prolonged victimization through Bullying,
Harassment,Sexual or Gender-based Harassment,or Discrimination,as well as
children who use power and aggression through Bullying,Harassing,or Discriminating
behaviour may experience a range of psycho-social problems that may extend into
adolescence and adulthood.
4.0 SPECIFIC DIRECTIVES
Scope and Application
4.1 At all times,this policy shall be interpreted to be consistent with other Board policies
related to human rights and equity and with the Ontario Human Rights Code,the
Accessibility for Ontarians with Disabilities Act,and Ontario’s Anti-Racism Act.
4.2 The School District Code of Conduct applies to all members of the OCDSB
Community while in the OCDSB Environment.
4.3 Each school shall adopt the School District Code of Conduct as their School Code of
Conduct.
Implementation
4.4 The District shall establish a process that clearly communicates the School District
Code of Conduct to all members of the OCDSB Community at the start of each school
year in order to obtain their commitment and support.Communications must be
culturally relevant and accessible taking into account linguistic,ethnocultural,and
accessibility considerations.
4.5 The District shall post signage in school entrances and other visible places that reflect
the behavioural expectations of this code of conduct.
4.6 The District shall provide opportunities for all staff to acquire the knowledge,skills,and
attitudes necessary to:
a)promote a safe,inclusive,and accepting working and learning environment;
b)recognize and address the various forms of Bullying;
c)be able to identify,disrupt,and dismantle systemic Barriers and Discrimination;
and
d)understand the actions that can be taken by those witnessing the behaviour.
4.7 The Director of Education/Secretary of the Board is authorized to issue such
procedures,guidelines,and other materials as may be necessary to implement this
policy.
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5.0 STANDARDS OF CONDUCT -OCDSB COMMUNITY
5.1 All members of the OCDSB Community shall:
a)comply with all applicable federal,provincial,and municipal laws and Ministry
of Education and District policies and procedures;
b)respect the human rights and dignity of each person,differences in people,
their ideas,and their opinions and treat one another with respect and dignity at
all times especially where there is disagreement;
c)not swear at a teacher or at another person in a position of authority;
d)not engage in or encourage others to engage in physical,verbal,oral,or
written,sexual,or psychological abuse,threatening,or intimidation;
e)uphold the appropriate and responsible use of technology in accordance with
Policy P.100.IT Appropriate Use of Technology;
f)refrain from recording,taking,or sharing non-consensual recordings or photos
of members of the OCDSB community
g)refrain from engaging in Microaggressions,Bullying,Discrimination,
Harassment,Sexual or Gender-based Harassment,and Hate-related
Behaviour;
h)not threaten or take reprisal against another person in the OCDSB Community
for enforcing their rights,the rights of others,and/or raising a concern under
an OCDSB policy;and
i)show proper care and regard for Board property in compliance with Policy
P.060.FIN Vandalism,Theft,Damage,or Loss Affecting Board Property,and
for the property of others;
5.2 All members of the OCDSB Community should:
a)demonstrate age and developmentally appropriate behaviour while upholding
the principles enshrined in this policy;
b)act with honesty and integrity;
c)contribute to creating a positive OCDSB Environment that is inclusive,
accepting,and free from microaggression,Discrimination,Harassment,and
Sexual or Gender-based Harassment;
d)take appropriate measures to help those in need;
e)take responsibility for their own actions,resolve conflict peacefully and seek
assistance from a member of the school staff,if necessary;and
f)be anti-racist.
Bullying,Discrimination,Harassment,Sexual or Gender-based Harassment,and
Hate-related Behaviour
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5.3 Bullying,including Cyber-Bullying,is a serious issue and is not acceptable in the
OCDSB Environment.
5.4 The District shall take intentional action to stop and address Bullying,Discrimination,
Harassment,Sexual or Gender-based Harassment,and Hate-related Behaviour
through culturally relevant prevention and early intervention.
5.5 Biassed,prejudiced and Hate-related Behaviour is prohibited.This includes,but is not
limited to,wearing of hate or racist symbols,distributing hate information,producing
hate-related vandalism including graffiti,and uttering derogatory remarks or slurs (e.g.
the N-word and other racist phrases,homophobic or transphobic insults,antisemitic or
Islamophobic comments,ability-based slurs,etc.).
5.6 Each school shall establish a safe and accepting schools team responsible for
fostering a safe,inclusive,and accepting School Climate as per PPM 144 and make
every effort to ensure that its membership is representative of the school’s diverse
population.
5.7 Each school shall develop and implement a school-wide Bullying prevention and
intervention plan that is culturally relevant and consistent with a restorative practice
and progressive discipline approach that includes:
a)appropriate and timely responses to address incidents including processes to be
followed if parents/guardians/caregivers are not satisfied with the school
response;
b)safe reporting processes that minimize the possibility of reprisal;
c)strategies and school and community-based supports for students who were
subject to the incident,students who initiated the incident,bystanders,and others
who have been affected by observing the incident;and
d)consistent,ongoing rights-based,anti-racism and anti-oppression education for
students and staff.
5.8 In developing and implementing Bullying prevention and intervention in schools,
principals shall consult Procedure PR.659.SCO Bullying Prevention and Intervention.
Vaping and Smoking
5.9 The possession,provision,and use of cigarettes,electronic cigarettes,tobacco,and
nicotine products Smoking and Vaping is are prohibited at all times in all buildings
including schools,offices,administrative buildings,warehouses,and other facilities,as
well as contracted school buses,in accordance with the Smoke-Free Ontario Act,2017.
This also applies to Board-owned vehicles and private vehicles parked on Board
property and during any school-related activities off school premises.
5.10 Leases to organizations renting Board property shall include a provision banning
Smoking/Vaping in alignment with this policy and Procedure PR.522.SCO Smoking and
Vaping on Board Premises.
Substance Use and Abuse
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5.11 The use and/or possession of Alcohol,Cannabis (other than where medically
prescribed)or Illegal Drugs is prohibited at all times in all buildings,including schools,
offices,administrative buildings,warehouses,and other facilities,as well as contracted
school buses,except as prescribed in Policy P.135.CON:Community Use of School
Facilities.This also applies to Board-owned vehicles and private vehicles parked on
Board property and during any school related activities off school premises.
5.12 No one shall be under the influence of Alcohol,Cannabis (unless the individual is a
Medical Cannabis User),or Illegal Drugs,except as prescribed in Policy P.135.CON:
Community Use of School Facilities.
5.13 No one shall provide others with Alcohol,Cannabis (unless medically prescribed),or
Illegal Drugs or except as prescribed in Policy P.135.CON:Community Use of School
Facilities.
5.14 The misuse of solvents,gasoline and cleaning fluids,and low-Alcohol products is not
permitted.
5.15 In partnership with Ottawa Public Health and related community and Ministry agencies,
schools shall foster an anti-Drug/Alcohol/Cannabis culture in schools by supporting
programs that will help students develop the skills needed to make healthy lifestyle
choices.
5.16 Intervention with parents/guardians is essential to address a student’s Substance
Abuse.As such,but in alignment with the obligations of a health care practitioner,
parents or guardians shall be informed of their child’s substance Abuse and guided to
available supports,where a student is not an adult and such contact would not
endanger the safety of the student.
5.17 Schools shall endeavour to identify and understand the factors that influence substance
Use/Abuse,and focus on prevention and early intervention for students with Alcohol,
Cannabis,and/or Drug problems.
5.18 The District shall support professional development opportunities to ensure designated
school-based staff are competent and confident in recognizing and handling substance
Abuse.
Weapons
5.19 The Board strictly prohibits the use,possession,display of and/or trafficking in
Restricted Weapons,replicas of restricted and Prohibited Weapons,ammunition,or
attachments.
5.20 Except for restricted and Prohibited Weapons which are always considered Weapons,
the principal/designate will determine in each circumstance whether an object meets the
definition of a Weapon.
5.21 In situations where Weapons are involved,staff shall act in accordance with Procedure
PR.525.SCO Weapons.
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6.0 STANDARDS OF CONDUCT -STUDENTS
6.1 Students shall abide by the expectations in this section (6.0)in addition to the behavioural
expectations of all OCDSB Community members stated in section 5.0.
6.2 Students shall demonstrate acceptable behaviour when they:
a)attend and participate in school to the best of their ability;
b)practice honesty and integrity including but not limited to:not participating in or
encouraging plagiarism,misrepresentation of original work,lying,cheating,theft of
evaluation instruments,use of unauthorized aids or false representation of identity;
c)show respect for themselves,and for others;
d)refrain from bringing anything to school that may compromise the safety of others;
and
e)demonstrate appropriate online conduct/manners and refrain from
improper/unethical use of technology,including computer hacking and
Cyber-Bullying.Internet use for any purpose which is contrary to the intent of this
policy is strictly prohibited.This includes all forms of violence,threats,
Harassment,and Sexual or Gender-based Harassment directed at staff members,
students,or any member of the OCDSB Community.
Use of Technology During Instructional Time
6.3 For grades 6 and below,the use of students’personal mobile devices is prohibited
throughout the instructional day,except when their use is explicitly permitted by the
educator.
6.4 For grades 7 to 12,the use of students’personal mobile devices is prohibited during
instructional time,except when their use is explicitly permitted by the educator.
6.5 The use of Personal Mobile Devices during instructional time is prohibited,subject to
the Policy P.100.IT Appropriate Use of Information Technology.
6.6 School practices regarding the use of personal mobile devices must include provisions
for use in limited circumstances in accordance with the following:
a)for educational purposes,as directed by an Educator;
b)for health and medical purposes;
c)to support special education needs;and
d)as an Accommodation to prevent Discrimination on a Protected Ground.
6.7 If a student or an employee who or other person employed by the District requires the
use of a Personal Mobile Device as an Accommodation under the Ontario Human
Rights Code,the District shall allow such an Accommodation to the point of undue
hardship.
Fighting
6.8 Fighting is an unacceptable response to conflict.
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6.9 The District shall ensure that the school discipline response to Fighting is administered
in such a way as to keep students within their traditional learning environment while
avoiding suspension and expulsion to the greatest extent practicable.
Dress Code
6.10 Schools shall adopt this policy and procedure PR 628 SCO -Student Dress Code as
their dress code.
6.11 The Board recognizes that all students have the right to express themselves fully in
school through their choice of clothing,hair styles,jewellery,and accessories,in
accordance with PR 628 SCO -Student Dress Code.
6.12 Clothing,possessions,and accessories may not depict,advertise,or advocate the use
of Alcohol,tobacco,Cannabis,or other controlled substances and/or graphics that
depict violence,profanity,discriminatory,hateful,or pornographic images or sentiments.
6.13 Schools shall not suspend for uniform or dress code violations without consultation with
the Superintendent of Instruction and/or System Principal for Safe Schools.
7.0 STANDARDS OF CONDUCT -PARENTS/GUARDIANS/CAREGIVERS
7.1 Parents/guardians/caregivers play an important role in the education of their children
and can support the efforts of school staff in maintaining a safe and respectful learning
environment for all students.
7.2 Parents/guardians/caregivers fulfil their role with respect to the School District Code of
Conduct when they:
a)communicate with the school in ways that promote partnership in support of the
student’s school work and progress;
b)support the student’s school attendance and preparedness for learning;
c)promptly report to the school the student’s absence or late arrival;
d)encourage and assist the student in following the School District Code of
Conduct;
e)assist school staff in identifying and addressing the root causes of Misconduct
and possible remedies;
f)alert the school to any supports,adjustments,or Accommodations required by
the student on the basis of a prohibited ground of Discrimination to fully access
education and work with the administration to collectively determine an
appropriate Accommodation to the point of undue hardship;and
g)are engaged in the initiatives that foster a positive,safe school environment.
8.0 STANDARDS OF CONDUCT -EMPLOYEES
8.1 Employees shall abide by the expectations in this section (8.0)in addition to the
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behavioural expectations of all OCDSB Community members stated in section 5.0.
8.2 Principals take a leadership role in the daily operation of a school by:
a)demonstrating care for the OCDSB Community and a commitment to student
achievement and well-being in a safe,inclusive,accepting,and respectful
learning environment;
b)ensuring that the dignity of the student guides all decision-making about that
student and that the student’s input is given due weight in accordance with their
development prioritizing safety of all students and staff;
c)holding everyone under their authority accountable for their own behaviour and
actions;
d)communicating to their staff,students,and families about expected standards of
behaviour,their rights and obligations,and how to raise a concern or report a
violation of this policy;
e)maintaining an environment where students,staff,and families feel safe reporting
concerns without fear of reprisal;
f)ensuring that appropriate Accommodations are provided to the point of undue
hardship to ensure individuals or groups are not subject to a prohibited ground
of Discrimination;
g)empowering students to be positive leaders in their school and community;
h)communicating regularly and meaningfully with all members of their school
community;
i)addressing breaches to this policy in compliance with Board policies and
procedures;
j)providing an example of respect for all members of the OCDSB Community;and
k)being anti-racist.
8.3 School-based staff are to maintain a positive learning environment and are expected to
hold everyone to the highest standard of respectful and responsible behaviour.As role
models,school-based staff will uphold these high standards when they:
a)use respectful,inclusive terminology,including a person's chosen name and
pronouns when engaging with a person;
b)not use slurs or other derogatory language;
c)help students work to their full potential and develop their sense of self-worth to
become positive leaders in their classroom,school,and community;
d)initiate and engage in regular and productive communication with
parents/guardians/caregivers and address Barriers to understanding their role
and responsibilities;
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e)maintain consistent standards of behaviour with all students;
f)demonstrate respect for one another and all other members of the OCDSB
Community;
g)prepare students to meet their responsibilities taking into consideration lived
experience,including home,life,and culture;
h)employ preventative and educative approaches to support students in developing
skills and knowledge to engage in ways that are respectful and promote dignity of
self and others;
i)appropriately respond to and report to the principal behaviours which may have a
negative impact on School Climate;
j)intervene sensitively and immediately to stop and address behaviour that is
Bullying as well as biased,prejudiced or Hate-related Behaviour,Harassment,
Sexual or Gender-based Harassment,or Discrimination based on prohibited
grounds;and
k)demonstrate conduct in keeping with this policy and Board policies and
procedures.
9.0 REPORTING AND RESPONDING TO BREACHES OF THE CODE OF
CONDUCT
Reporting
9.1 Breaches of the Code of Conduct shall be reported as follows:
a)to the principal/vice principal/supervisor or superintendent;and
b)incidents that involve Bullying,Discrimination,Harassment of an employee
may alternatively be reported to the Respectful Workplace Office;or
c)incidents that relate to human rights,including Bullying,Discrimination,or
Harassment,on Protected Grounds,including Sexual or Gender-based
Harassment,Hate-related Behaviour,or Reprisal or threat of Reprisal may
alternatively be reported to the arm’s length Office of the Human Rights and
Equity Advisor.
9.2 Employees (including all school-based staff and bus drivers)must report all incidents
of Bullying,Discrimination,Harassment,Sexual or Gender-based Harassment,
Hate-related Behaviour,or employee misconduct against a student to the
principal/vice principal or superintendent at the earliest opportunity.
9.3 All allegations of Bullying,Discrimination,Harassment,Sexual or Gender-based
Harassment,and Hate-related behaviour must be acknowledged upon receipt,be taken
seriously and dealt with in a timely,sensitive,and supportive manner as set out in
procedure.
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District Response to Misconduct
9.4 The District shall ensure that misconduct by OCDSB community members,leads to
timely appropriate remedial,restorative,and/or progressive disciplinary actions.
9.5 Investigation of misconduct by trustees can only be:
a)initiated by another trustee under Policy P.073.GOV Board Member Code of
Conduct;and
b)addressed under Policy P.141.GOV Integrity Commissioner.
9.6 Student misconduct shall be addressed under P.032.SCO Safe Schools (Managing
Student Behaviour)and related procedures.
9.7 Employee misconduct shall be addressed in accordance with the appropriate District
policies and accompanying procedures,including but not limited to the following:
a)Policy P.103.HR Alleged Employee Misconduct Toward a Student;
b)Policy P.147.GOV Human Rights;and/or
c)Policy P.009.HR Respectful Workplace (Harassment Prevention).
9.8 Misconduct by an OCDSB Community member may be addressed under the following:
a)Policy P.100.IT Appropriate Use of Technology and related procedures;
b)PR 524 SCO -Access To School &Board Premises,where in the judgement of
an authorized person,the person's presence is potentially detrimental to the
safety or well-being of a person or property on the premises,or interferes with
the conduct of school activities.
10.0 APPENDICES
Appendix A:Policy Definitions
11.0 REFERENCE DOCUMENTS
Education Act,2000
Human Rights Code,R.S.O.1990,c.H.19
Smoke-Free Ontario Act,2017
Ministry of Education Policy/Program Memoranda (PPM)119
Ministry of Education Policy/Program Memoranda (PPM)120
Ministry of Education Policy/Program Memoranda (PPM)128
Ministry of Education Policy/Program Memoranda (PPM)144
Ministry of Education Policy/Program Memoranda (PPM)145
OCDSB Policy P.009.HR Respectful Workplace (Harassment Prevention)
OCDSB Policy P.026.SCO Student Suspension and Expulsion
OCDSB Policy P.032.SCO Safe Schools (Managing Student Behaviour)
OCDSB Policy P.060.FIN Vandalism,Theft,Damage,or Loss Affecting Board Property
OCDSB Policy P.073.GOV Board Member Code of Conduct
OCDSB Policy P.100.IT Appropriate Use of Technology
OCDSB Policy P.103.HR Alleged Employee Misconduct Towards a Student
OCDSB Policy P.129.GOV Complaints Resolution Policy
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OCDSB Policy P.135.CON Community Use of School Facilities
OCDSB Policy P.141.GOV Integrity Commissioner
OCDSB Policy P.145.SCO Safe Schools (Emergency Planning and Preparedness)
OCDSB Policy P.147.SCO Human Rights
OCDSB Procedure PR.515.SCO Student Suspension and Expulsion
OCDSB Procedure PR.521.SCO Safe Schools
OCDSB Procedure PR.522.SCO Smoking and Vaping on Board Premises
OCDSB Procedure PR.523.SCO Substance Abuse
OCDSB Procedure PR.524.SCO Access To School &Board Premises
OCDSB Procedure PR.525.SCO Weapons
OCDSB Procedure PR.528.SCO Critical Incident Review Process
OCDSB Procedure PR.533.SCO Police Involvement In Schools
OCDSB Procedure PR.534.SCO Investigation,Search,and/or Seizure (Students)
OCDSB Procedure PR 541 HS Alleged Harassment Of An Employee
OCDSB Procedure PR.542.HR Alleged Employee Misconduct Toward A Student
OCDSB Procedure PR.543.HR Alleged Harassment Of A Student
OCDSB Procedure PR.544.SCO Alleged Harassment/Abuse of a Student by a Student
OCDSB Procedure PR.618.CUR Antiracism and Ethnocultural Equity
OCDSB Procedure PR.628.SCO Student Dress Code
OCDSB Procedure PR.659.SCO Bullying Prevention and Intervention
OCDSB Procedure PR.660.SCO Progressive Discipline And Promoting Positive Student
Behaviour
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APPENDIX A:POLICY DEFINITIONS
In this policy,
Accommodation means making an adjustment,providing support,or making exceptions to remove
Barriers on Protected Grounds to ensure fair and equitable access,treatment,and inclusion.This
enables a person to participate equally and perform to the best of their abilities when learning,
working,or accessing services.The duty to accommodate is a legal obligation that exists to the point
of Undue Hardship.
Adult Student means a student who is 18 years of age or older or who is 16 or 17 years of age and
has removed themselves from parental control.
Alcohol means all substances defined as liquor in the Liquor License Act as well as low-alcohol
products.
Anti-racism means an active and consistent process of change to eliminate individual,institutional,
and systemic racism as well as the oppression and injustice racism causes.
Barrier means anything that prevents a person from fully taking part in all aspects of the OCDSB,
including physical,architectural,information or communications,attitudinal,economic and
technological barriers,as well as policies or practices.
Board means the Board of Trustees.
Bias means a predisposition,prejudice,or generalization about a group of persons based on
personal characteristics or stereotypes.
Bullying means aggressive and typically repeated behaviour by a student where,
a)the behaviour is intended by the pupil to have the effect of,or the pupil ought to
know that the behaviour would be likely to have the effect of,
(i)causing harm,fear or distress to another individual,including physical,
psychological,social or academic harm,harm to the individual’s reputation
or harm to the individual’s property,or
(ii)creating a negative environment at a school for another individual,and
b)the behaviour occurs in a context where there is a real or perceived power
imbalance between the pupil and the individual based on factors such as size,
strength,age,intelligence,peer group power,economic status,social status,
religion,ethnic origin,sexual orientation,family circumstances,gender,gender
identity,gender expression,race,disability or the receipt of special education;
(“intimidation”)
Cannabis carries the definition used in the Cannabis Act,2017.
Code means the Ontario Human Rights Code.
Cyber Bullying means bullying specifically by electronic means and may include,but is not limited
to,
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c)sending or sharing hateful,insulting,offensive,and/or intimidating electronic
communication or images via text messages,emails,direct messages;
d)revealing information considered to be personal,private,and sensitive without
consent;
e)making and/or engaging,and/or participating in fake accounts on social
networking sites to impersonate,humiliate and/or exclude others;and/or
f)excluding or disrupting access to,a student on purpose from online chat groups,
access to accounts and during digital gaming sessions.
Discrimination means any form of unequal treatment based on a Protected Ground,whether
imposing extra burdens or denying benefits.It may be intentional or unintentional.It may involve
direct actions that are discriminatory on their face,or it may involve rules,policies,practices,
procedures,or systems that appear neutral,but disadvantage certain groups of people.
Discrimination may take obvious forms or it may happen in very subtle ways.Even if there are many
factors affecting a decision or action,if Discrimination is one factor,that is a violation of this policy.
Discrimination may happen because of perceptions about a person based on a Protected Ground or
because of association with a person or group with characteristics of a Protected Ground.Engaging
in a hate-related behaviour and Harassment are types of Discrimination.
District means the Ottawa-Carleton District School Board.
Educator means a teacher regulated under the Ontario College of Teachers Act,1996,or an early
childhood educator regulated under the Early Childhood Educators Act,2007.
Fighting means mutual,intentional participation in a physical altercation occurring between two or
more persons with no one main instigator.
Harassment means a course of vexatious comments or actions that are known,or ought reasonably
to be known,to be unwelcome.It can involve words or actions that are known or should be known to
be offensive,embarrassing,humiliating,or demeaning.Code-based harassment is harassment
based on a Protected Ground.Non Code-based harassment is harassment that is not based on a
Protected Ground.If a person does not explicitly object to harassing behaviour,or appears to be
going along with it,this does not mean that the behaviour is okay.The behaviour could still be
considered harassment.In limited circumstances,a singular incident may be recognized as
harassment,depending on the nature of the comment or conduct.
Examples of harassment include:
a)epithets,remarks,jokes,or innuendos related to a person;
b)posting or circulating offensive pictures,graffiti,or materials,whether in print form or via
e-mail or other electronic means;
c)singling out a person for humiliating,demeaning “teasing”,or jokes;or
d)comments ridiculing a person because of personal characteristics.For example,this
could include comments about a person’s dress,speech or other practices that may be
related to their sex,race,gender identity,or creed.
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Hate Crime means a criminal offense that is committed against a person or property and motivated in
whole or in part by bias,prejudice,or hatred based on a Code-Protected Ground.This includes,but is
not limited to,hate-motivated violence,incitement of hate or hate-motivated violence,and/or the
display of symbols or other representations identified with groups promoting hate and violence.It also
includes such crimes committed against a person who is associated,or perceived to be associated,
with individuals or groups identified with one of the Code-Protected Grounds.
Hate Incident means non-criminal conduct that is motivated in whole or in part by bias,prejudice,or
hate against an individual or group on the basis of a Code-Protected Ground.The conduct can be
verbal,nonverbal,or written,and may manifest itself in the form of slurs,insults,Harassment,abusive
gestures,taunting,display of offensive materials or hate symbols,or other acts which may intimidate,
degrade,and/or marginalize the targeted individual or group.A hate incident can encompass
situations in which the conduct is directed against people associated,or perceived to be associated,
with individuals or groups identified with one of the Code-Protected Grounds.
Hate-related Behaviour means a hate crime or hate incident.At the OCDSB,Hate-related behaviour
is Discrimination.
Illegal Drugs are any substances deemed illegal under the Controlled Drugs and Substances Act.
This includes prescription drugs that are used for purposes other than as prescribed by the medical
professional issuing the prescription.
Medical Cannabis User means a person who is authorized to possess Cannabis for the person’s
own medical purposes in accordance with the applicable federal law.
Microaggressions means the verbal,nonverbal,and environmental slights,snubs,or insults,
whether intentional or unintentional,which communicate hostile,derogatory,or negative messages to
target persons based solely upon their marginalized group membership or a Protected Ground.A
series of Microaggressions may amount to Harassment.
Misconduct means conduct by any member of the OCDSB Community that contravenes this policy
or other related Board policies and/or procedures.
OCDSB Community means trustees,committee members,council members,staff members,
students,parents/guardians/caregivers,permit holders,vendors,service providers,contractors,
volunteers,visitors,and all other persons learning,working,or accessing services in the OCDSB
environment.
OCDSB Environment means Board property,school buses,virtual learning and working
environment,electronic media,school or work-authorized events or activities,in before-and
after-school programs including co-curricular activities and field trips,and may include any other
circumstances that may have an impact on the school or work climate.
Personal Mobile Device means any personal electronic device that can be
used to communicate or to access the Internet,such as a cellphone,laptop,or a tablet.
Protected Ground means the attributes or characteristics upon which Discrimination is prohibited
under the Code or by the OCDSB.The Code-Protected Grounds are age,ancestry,citizenship,
colour,creed (religion),disability (including mental,physical,developmental or learning disabilities),
ethnic origin,family status (such as being in a parent-child relationship),gender expression,gender
identity,marital status (including married,single,widowed,divorced,separated or living in a conjugal
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relationship outside of marriage,whether in a same-sex or opposite-sex relationship),place of origin,
race,record of offences (criminal conviction for a provincial offence,or for an offence for which a
pardon has been received),sex (including pregnancy and breastfeeding),and sexual orientation.
An additional ground protected from Discrimination at the OCDSB is Socioeconomic Disadvantage.
Prohibited Weapons mean Weapons such as switch blades,stun guns,pepper spray etc.,for which
it is a criminal offence to have in one’s possession.
Restricted Weapons means any weapon that requires a permit to own and/or operate,such as
firearms.
School Climate means the learning environment and relationships found within a school and school
community.
Sexual or Gender-Based Harassment means a form of Harassment based on a person’s gender
identity,gender expression,sex,or sexual orientation that can include:
a)sexual solicitations or advances by any person who is in a position to grant or deny a
benefit to the recipient of the solicitation or advance.This includes managers and
supervisors,as well as co-workers where one person is in a position to grant or deny a
benefit to the other;
b)gender-related comments about a person’s physical characteristics or mannerisms;
c)paternalism based on gender which a person feels undermines their self respect or
position of responsibility;
d)unwelcome physical contact;
e)suggestive or offensive remarks or innuendoes about members of a specific gender;
f)propositions of physical intimacy;
g)gender-related verbal abuse,threats,or taunting;
h)leering or inappropriate staring;
i)bragging about sexual prowess or questions or discussions about sexual activities;
j)offensive jokes or comments of a sexual nature about an employee or client;
k)rough and vulgar humour or language related to gender;
l)display of sexually offensive pictures,graffiti,or other materials including through
electronic means;and
m)demands for dates or sexual favours.
Smoking means inhaling and/or the holding of lighted tobacco,cannabis,or the use of other
tobacco-type products,for example,chewing tobacco.Smoking does not include the holding of
lighted tobacco or the use of other tobacco-type products in Indigenous cultural practices.
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Undue Hardship means the point at which the legal duty to accommodate ends based on an
objective assessment of only three factors:(i)costs,(ii)outside sources of funding (if any),and (iii)
health and safety considerations (if any)of the proposed Accommodation.
Use/Abuse of Drugs means the non-medical use/abuse of controlled or restricted drugs,including
the following:
a)all substances that are listed in the Controlled Drugs and Substances Act,
b)all “controlled drugs”and “restricted drugs”as defined and listed in the
Food and Drugs Act,Schedule G (Sections 33 to 38)and Schedule H
(Section 40);
c)all non-prescribed use/abuse of prescription medication;and
d)any other non-prescribed substance,when used to induce a mind-altering effect
(such as solvents,correction fluids,gasoline and cleaning fluids).
Vaping means using a vaporizer or inhalant-type device,whether called an electronic cigarette or any
other name,that contains a power source and heating element designed to heat a substance and
inhaling the vapor of the device directly through the mouth,whether or not the vapor contains
nicotine.
Weapons are defined in the Criminal Code as follows:
a)as anything used or intended for use in causing death or injury to persons whether
designed for such purpose or not;or
b)anything used or intended for use for the purpose of threatening or intimidating any
person.
All firearms,including replica firearms and imitation firearms,are always considered Weapons.
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POLICY P.100.IT
TITLE: APPROPRIATE USE OF INFORMATION TECHNOLOGY
Date Authorized: 21 November 2001
Last Revised: XXXXX
Last Reviewed: XXXXX
COMMITMENT TO INDIGENOUS RIGHTS, HUMAN RIGHTS, AND EQUITY
The Board recognizes its responsibility to ensure that this policy and associated procedures promote
and protect Indigenous rights, human rights, and equity, The Board will strive to address and
eliminate racism and structural and systemic barriers for students, staff, and the community.
1.0 OBJECTIVE RATIONALE
To govern the appropriate use of information technology in the OCDSB Community.
2.0 DEFINITIONS
Please refer to Appendix A for a list of definitions of terms used in this policy.
3.0 GUIDING PRINCIPLES
3.1 The Board recognizes that the responsible use of Information Technology can:
a) support learning;
b) advance human rights, equity, and inclusion;
c) promote staff and student development and well-being;
d) support communication with OCDSB Community members; and
e) advance other core administrative and operational functions of the District.
3.2 The District supports and encourages the responsible use of Information Technology
through the following nine principles of Digital Citizenship:
a) Digital Access: Equity of access is essential to the effective use of
technology in the OCDSB Environment.
Appendix B to Report 24-086 24
b)Digital Commerce:Technology provides opportunities for Users to be fair and
informed participants in commercial pursuits.Appropriate tools and
safeguards should be used to facilitate any financial transactions in the
digital space.
c)Digital Communication:When engaging in digital communication,Users
should consider the appropriateness of their chosen content and medium for a
professional and/or educational setting.
d)Digital Fluency:Users who are digitally fluent are able to effectively and
ethically interpret information,discover meaning,design content,construct
knowledge,and communicate ideas in a digitally connected world.
e)Digital Etiquette:Users should be aware of how their technology use affects
others,and be conscientious of time,method,and context when engaging
with technology.
f)Digital Law:Users are accountable for their own digital conduct,and must
engage with technology in a legal,ethical,and respectful manner.
g)Digital Rights and Responsibilities:All Users are afforded the same rights in
a digital environment.Being provided with opportunities also means
demonstrating ethical behaviour online and reporting potential problems.
h)Digital Health and Well-being:Long-term technology use can have physical
and psychological impacts which should guide the frequency and duration of
use.
i)Digital Security and Privacy:All users should understand how to safeguard
sensitive or personal information while online for the protection of
themselves and others.
3.3 The Board believes a positive and healthy digital work and learning space is
supported by User adherence to this policy and the accompanying procedures.
4.0 SPECIFIC DIRECTIVES
Scope and Application
4.1 This policy applies to all Users while in the OCDSB Environment.Personal use of
Information Technology is permitted as a privilege subject to the expectations of this
policy.
4.2 All use of Information Technology shall support student learning and well-being and
employee professional duties and development in compliance with all federal and
provincial laws and regulations.
Responsibilities
4.3 All Users are responsible for:
a)ensuring that Information Technology is used in accordance with
Board policies and procedures;
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b)using Information Technology in a responsible and ethical manner
consistent with the purposes for which it is provided;and
c)reporting any and all potential security incidents and privacy breaches
to the appropriate District staff.
4.4 Users who are Supervisors are responsible for supporting,instructing,and modeling
the appropriate use of Information Technology,including the application of strategies
to minimize expectations for the use of Information Technology outside of work hours.
4.5 Users who are Educators are responsible for supervising student use of Information
Technology and guiding and preparing students to make appropriate choices when
online.
4.6 All Users who are not employees of the District,including
parents/guardians/caregivers,who apply for access to any of the District’s Information
Technology and services are responsible for:
a)agreeing in writing to abide by this policy and accompanying District
procedures before access is granted.
Equitable Access to Technology to Support Learning
4.7 The District shall make every reasonable effort to provide students with equitable
access to any Information Technology needed in order to fully access:(a)the
curriculum;(b)any learning activities outside the instructional day;and/or (c)remote
learning.
Safe Digital Spaces
4.8 The District shall take active measures to ensure Supervisors and educators are
aware of the unique potential for bias in technology and to ensure digital materials
support culturally relevant and responsive pedagogy.
4.9 Users shall create,promote,and/or engage in digital spaces that are healthy,
respectful,and free from hate speech/imagery,racism,oppression,or cultural
appropriation,and are authentic spaces for all communities.
4.10 All members of the OCDSB Community shall refrain from recording,taking,or sharing
non-consensual recordings or photos of other members of the OCDSB community.
4.11 The District shall restrict access to social media platforms on school networks and
devices and may identify circumstances where students may use social media for
educational purposes.
Access to Technology
4.12 The District maintains the right to monitor the use of technology to ensure the
efficient,ethical,and legal use of Information Technology.
4.13 The use of Information Technology is for business purposes and is subject to rules
established in this policy.The District may access accounts and information for any of
the following legitimate purposes,which may include:
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a)collecting data to assist in the effective operation and monitoring of
technology;
b)performing system maintenance and repair;
c)investigating system misuse;
d)proactively monitoring and auditing for System misuse;
e)complying with a legal obligation;
f)supporting work continuity;and
g)conducting research.
Individuals accessing Information Technology for personal use should be aware of the
provisions of this policy and have no expectation of privacy.
4.14 The District reserves the right to restrict access to:
a)the use of Personal Mobile Devices during instructional time;and
b)Information Technology and tol moderate content,in accordance with
appropriate authorization,where the User has been non-compliant with the
provisions of this policy and/or the security,privacy,or reputation of the District
staff or students is at risk.
Restrictions on the Use of Personal Mobile Devices
4.15 The use of Personal Mobile Devices at school is restricted in accordance with the
following minimum standards:
a)For grades 6 and below,the use of students’Personal Mobile Devices is
prohibited throughout the instructional day,except when their use is explicitly
permitted by the educator;and/or
b)For grades 7 to 12,the use of students’Personal Mobile Devices is prohibited
during instructional time,except when their use is explicitly permitted by the
educator.
4.16 Exceptions to restrictions on the use of Personal Mobile Devices must include the
following:
a)for educational purposes,as directed by an Educator;
b)for health and medical purposes;
c)to support special education needs;and
d)as an Accommodation to prevent Discrimination on a Protected Ground.
4.17 The principal,in consultation with the school community,shall establish practices for
the use of Personal Mobile Devices at school based on the requirements above.
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Managing Content
4.18 The content of all District websites and social media platforms shall be developed in
accordance with the support and guidance of the Communications Department.
4.19 Users are responsible for their conduct and communication on Social Media and
online platforms.
4.20 The District is not responsible or liable for external comments and/or content posted
on its Social Media accounts.
Accountability
4.21 Where there is reason to believe that technology has been used in the District's
working or learning environment in a manner that contravenes this or any District
policy or procedure,or provincial or federal law,the use will result in an investigation
and necessary action will be taken where appropriate and in accordance with relevant
district policies,procedures,codes of conduct and/or employment contracts.
4.22 Information stored on personally owned devices Personal Mobile Devices is the
responsibility of the device owner/user.However,personally owned devices Personal
Mobile Devices used on District property for displaying,storing,sending,or creating
fraudulent,harassing,sexually explicit,profane,obscene,intimidating,defamatory,
racist,hateful,or other potentially unlawful materials may result in investigation and/or
disciplinary action including police involvement where required.
4.23 The Director of Education is authorized to issue such procedures as may be necessary
to implement this policy.
5.0 APPENDICES
Appendix A:Policy Definitions
6.0 REFERENCE DOCUMENTS
The Education Act,as amended,Section 170
Municipal Freedom of Information and Protection of Privacy Act(MFIPPA)
Criminal Code
Ministry of Education Policy/Program Memoranda (PPM)128
Human Rights Code,R.S.O.1990,c.H.19
Copyright Act
Trademarks Act
OCDSB Indigenous,Equity,and Human Rights Roadmap
POLICY P.049.IT Electronic Communications Systems
POLICY P.074.IT Information Technology Security
POLICY P.096.SES Special Education Programs And Services
POLICY P.098.CUR Equity And Inclusive Education
POLICY P.125.SCO School District Code Of Conduct
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PROCEDURE PR.618.CUR Antiracism And Ethnocultural Equity
PROCEDURE PR.672.IT Electronic Communication Systems
PROCEDURE PR.564.IT Computer Network Security
PROCEDURE PR.622.IT Appropriate Use Of Technology
PROCEDURE PR.659.SCO Bullying Prevention And Intervention
PROCEDURE PR.685.IT Mobile Devices
PROCEDURE PR.587.SES Student Specialized Equipment Purchased With Ministry Special
Equipment Amount (SEA)Funding
Policy/Program Memorandum 128 -The provincial code of conduct and school board codes of
conduct
Ontario College Of Teachers,Professional Advisory:Use Of Electronic Communication And
Social Media (2017)
College of Early Childhood Educators,Practice Note:Using Social Media (2019)
College of Psychologists of Ontario,Social Media Terms of Use
ISTE’s 5 Competencies for Digital Citizenship
The ISTE Standards
M.Ribble,“Digital Citizenship:Using Technology Appropriately”
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APPENDIX A:POLICY DEFINITIONS
In this policy,
Board means the Board of Trustees.
Digital Assets means any form of information received,created,or gathered on behalf of the
OCDSB in the course of District business.
Digital Citizenship means the norms of appropriate and responsible behaviour with
regard to the use of Information Technology.
District means Ottawa-Carleton District School Board.
Information Technology means a computer,phone,tablet,printer,photocopier,hard drive,or
other device,software,or network owned or operated by the District that stores,transmits,or
provides access to information,including personal or sensitive information.
OCDSB Community means employees,students,parents,guardians,trustees,committee
members,school council members,caregivers,permit holders,vendors,service providers,
contractors,volunteers,visitors,and all other persons learning,working,or accessing
services in the OCDSB environment.
OCDSB Environment means school board property,events and activities whether
in-person or online including schools,offices,school buses,childcare and extended day
programs,work or school authorized events or activities,social media or online activity or
other circumstances that may have an impact on the school or work climate.
Personal Mobile Device means any personal electronic device that can be used to
communicate or to access the Internet,such as a cellphone,tablet,laptop,or smartwatch.
Social Media means websites and/or applications that enable Users to create and share
content and/or to participate in social networking.
Supervisor means superintendents,principals,vice-principals,and managers.
User means any member of the OCDSB Community using personal or District Information
Technology within the OCDSB Environment.
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31
AD-HOC POLICY COMMITTEE 20 June 2024
Report No.24-090
APPROVAL OF REVISIONS TO POLICY P.051.GOV EVALUATION OF
DIRECTOR OF EDUCATION AND SECRETARY OF THE BOARD
Key Contact:Michèle Giroux,Executive Officer (Board Services),
613-596-8211 x 8310
PURPOSE:
1.To seek approval for the proposed revisions to Policy P.051.GOV Evaluation of
Director of Education and Secretary of the Board in response to Ontario
Regulation 83/24 Director of Education Performance Appraisal.
STRATEGIC LINKS:
2.Effective governance is a key feature within the social responsibility pillar of the
2023-2027 Strategic Plan and the Director ’s performance appraisal process is a
good governance practice.
CONTEXT:
3.In March 2024,Ontario Regulation 83/24 -Director of Education Performance
Appraisal came into effect,which means the annual director of education
performance appraisal must now follow this new regulation.This requires
revisions to Policy P.051.GOV Evaluation of Director of Education and Secretary
of the Board to comply with the new requirements.Appendix A includes the
proposed revised policy.
KEY CONSIDERATIONS:
4.Transitional Period
Both the policy and the newly introduced regulation offer clear directives for
evaluating the performance of directors of education.To ensure compliance and
alignment with regulatory requirements during this time of transition,the Board
should follow its policy for the 2023-2024 evaluation of the Director of Education.
Simultaneously,the Board must transition to the requirements outlined in the
regulation for the 2024-2025 evaluation cycle.This strategic approach ensures a
Report 24-090 Approval of Revisions to Policy P.051.GOV 1
32
seamless transition while upholding the integrity and effectiveness of the
evaluation process.
5.Timelines
One of the most significant differences between Regulation 83/24 and the policy
is the timeline for the work of the Performance Appraisal Committee and its
associated communication.The regulation sets out very specific dates for
required action and although it contemplates key deliverables during July and
August it is conceivable that with an efficient and coordinated approach,the
Committee could complete its objectives by the end of June so as to avoid
meetings over the summer months.
The following table summarizes important deadlines and associated actions
shared in the regulation:
Date Action
May 15 Appoint a committee.
July 31 Committee chair and at least one other member of the
committee meet with the director of education to develop
and finalize the performance plan.
August 15 Committee chair provides a copy of the director of
education’s performance plan to every member of the
board.
Chair of the board:
●Provides written notice to the Minister;
●Posts a copy of the confirmation on the board’s
website.
December 1 The Minister provides written notice to the Coard and the
Director of Education indicating whether they intend to
provide feedback in accordance with section 8.
January 11 Committee chair requests feedback from every member
of the board regarding the director of education’s
progress toward implementing the actions and achieving
the goals in the performance plan.
January 21 Each member of the Board provides any feedback to the
chair of the committee.
January 31 Committee chair and at least one other member of the
Committee meet with the Director of Education to review
Report 24-090 Approval of Revisions to Policy P.051.GOV 2
33
progress and discuss relevant matters regarding the
performance plan.
April 30 External executive management and leadership firm
performs an assessment and compiles feedback
received from a variety of stakeholders including
trustees,student trustees,all members of statutory,ad
hoc,or other committees of the board,members of the
Director ’s Executive Council,the parent members all
school councils,representatives or all local employee
associations and a sampling of community partners and
stakeholders,as identified by the committee with input
from the Director of Education.
May 15 External executive management and leadership firm
provides the report to the Committee and the Director of
Education.
June 10 Director of Education updates the performance plan in
accordance with subsection 9 (4).
June 20 Committee chair provides a copy of the draft
performance appraisal report with respect to the Director
of Education to every member of the Board.
June 30 Each member of the Board provides any feedback on
the draft performance appraisal report to the Committee.
Once the draft report is complete the following steps need to be resolved:
July 7 Committee chair provides the draft performance
appraisal report for the interim or full evaluation cycle to
the Director of Education.
July 31 Committee chair and at least one other member of the
Committee meet with the Director of Education to:
●Review the actions implemented by the Director
of Education to achieve the goals outlined in the
performance plan and discuss other relevant
matters.
●Review and update the Director of Education’s
performance plan for the following evaluation
cycle,if necessary.
●Review and discuss the Committee’s draft
performance appraisal report.
●Provide the Director of Education an opportunity
Report 24-090 Approval of Revisions to Policy P.051.GOV 3
34
to respond to the Committee’s evaluation,
performance rating,and explanation for the rating.
August 10 Committee finalizes the performance appraisal report,
considering feedback from the Board members,the
Director of Education,the report from the external
executive management and leadership firm (during the
biannual evaluation)and survey information.
Committee provides the final performance appraisal
report to the Board and the Director of Education.
August 15 Board:
●Provides written confirmation to the Minister that
the performance appraisal has been conducted
and that the final performance appraisal report
has been adopted by the board.
●If it is a full evaluation cycle requiring the report
compiled by the external executive management
and leadership firm to be provided to the Minister
with a list of community partners and stakeholders
from whom feedback was requested.
●Post a copy of the confirmation and,if applicable,
the list of community partners and stakeholders
on the Board’s website.
6.Performance Appraisal Committee
One of the requirements of the regulation is the establishment of a committee
which is responsible for conducting the performance appraisal of the Director of
Education.The District,through its established Ad Hoc Committee for Board
Self-Evaluation and Director Performance Evaluation Processes,met on 9 May
2024 to discuss implications of the new regulation and recommend to the Board
a revised terms of reference for the Committee to align with the regulation.The
Board formally recognized the Director and Board Performance Appraisal
Committee on 28 May 2024.This Committee will meet to further develop,refine
and finalize the Director ’s performance plan.
7.Performance Plan
The policy includes a comprehensive performance plan which outlines the key
responsibilities and expectations for the Director of Education.The OCDSB plan
is robust and has many similarities to the plan as contemplated in the regulation.
Staff have created a draft performance plan template for consideration by the
Director Performance Appraisal Committee.Confirmation of the performance
plan for the 2024-2025 full evaluation cycle must be finalized,shared with the
Ministry and posted on the District website by 15 August 2024.
Report 24-090 Approval of Revisions to Policy P.051.GOV 4
35
RESOURCE IMPLICATIONS:
8.The Board will need to allocate funding to hire an external executive
management and leadership firm according to the regulatory requirements.It is
anticipated that the cost of this work could approach $25,000.00.Staff will
ensure an appropriate amount is committed within the 2024-2025 budget.
COMMUNICATION/CONSULTATION ISSUES:
9.As the proposed revisions are in response to the new Regulation 83/24,
consultation is not required by Policy P.110.GOV Consultation By The Board,
Schools and School Councils With Constituent Groups And The Wider
Community.Section 4.7 of P.110.GOV states that:
“The Board recognizes that formal consultation will not always be appropriate or
possible.Should a consulting body conclude that formal consultation is not
appropriate or possible,this decision and the rationale shall be clearly
communicated to all those potentially affected by the decision.Examples of
reasons for not undertaking a formal consultation may include:a)the decision is
required by a higher authority (e.g.building code,ministerial directive;municipal,
provincial or federal act or regulation)and there is insufficient latitude for
discretion to undertake a consultation on options;”
RECOMMENDATION
THAT Policy P.051.GOV Evaluation of Director of Education and Secretary of the
Board,attached as Appendix A to Report 24-090,be approved.
Michèle Giroux
Executive Officer (Board Services)
Pino Buffone
Director of Education and
Secretary of the Board
APPENDICES
Appendix A -Draft revised Policy P.051.GOV Evaluation of Director of Education and
Secretary of the Board
Appendix B -Standing Policy Policy P.051.GOV Evaluation of Director of Education and
Secretary of the Board
Report 24-090 Approval of Revisions to Policy P.051.GOV 5
36
37
POLICY P.051.GOV
TITLE:DIRECTOR OF EDUCATION PERFORMANCE APPRAISAL
PROCESS
Date Authorized: September 2004
Last Revised: 24 June 2024
Last Reviewed: 24 June 2024
COMMITMENT TO INDIGENOUS RIGHTS, HUMAN RIGHTS, AND EQUITY
The Board recognizes its responsibility to ensure that this policy and associated procedures promote
and protect Indigenous rights, human rights, and equity. The Board will strive to address and
eliminate racism and structural and systemic barriers for students, staff, and the community.
1.0 RATIONALE
To establish the process for the Director of Education performance appraisal and:
a) ensure the accountability of the Director in undertaking their responsibilities as the Chief
Executive Officer of the District;
b) monitor the contribution of the Director to the achievement of the strategic plan and
provincial priorities; and
c) assist the Board and Director in identifying areas where the Director can improve their
performance and the overall leadership of the District.
2.0 DEFINITIONS
Please refer to Appendix A for a list of definitions of terms used in this policy.
3.0 GUIDING PRINCIPLES
3.1 The Board is committed to ensuring that the Director of Education (the Director)’s
performance appraisal review process:
a) is evidence-based;
b) is fair, transparent, and accountable to both the District and the Director; and
c) provides helpful, concrete, and objective feedback to the Director and recognizes
their contributions based on pre-set goals.
Appendix A to Report 24-090 38
4.0 SPECIFIC DIRECTIVES
General
4.1 The Director shall have an annual performance evaluation in accordance with this policy
and Ontario Regulation 83/24. The annual performance evaluation process is cyclical
and shall include either:
a) an Interim Evaluation;
b) a Full Evaluation; or
c) a Comprehensive Evaluation.
4.2 The cycle and method of the evaluation process is dependent on the start date of the
Director (Appendix B: Timing of Evaluation Cycles).
4.3 The Interim Evaluation cycle begins on the Director’s start date and ends on the first
following June 30 of a school year.
a) In the case where a Director starts between March 1 and June 30, an Interim
Evaluation Cycle shall be undertaken beginning on the Director’s start date and
ending on June 30 of the following year.
4.4 The Full Evaluation Cycle commences on July 01 in a year and ends on June 30 of the
following year.
4.5 The Comprehensive Evaluation is conducted bi-annually, and includes a report
prepared by a third party facilitator which invites feedback from Community Partners
and Stakeholders, including the Minister of Education, on the performance of the
Director.
4.6 Notwithstanding 4.1 and 4.2, the performance of the Director shall not be evaluated in
respect of the following periods:
a) a period when the Director is on an extended leave that has been approved by
the Board; or
b) a period when the Director is on secondment to a position other than that of the
Director.
The Performance Plan
4.7 An annual Performance Plan shall be developed collaboratively by the Director and the
Committee to support the performance appraisal of the Director, using the template
attached as Appendix C.
4.8 The Performance Plan shall include the following elements:
a) a list of the planned actions, including professional development activities, that the
Director will implement during the Evaluation Cycle to achieve each of the following
goals:
i. Student Achievement - Advance the provincial priorities in education in the
area of student achievement set out in Ontario Regulation 224/23;
ii. Resource Management - Exercise responsible resource management OR
responsibly manage resources;
iii. Healthy Workplace - Promote a healthy and inclusive workplace;
39
iv. Community Engagement - Establish and maintain collaborative
relationships;
v. Leadership - Demonstrate leadership to improve/maintain public
confidence; and
vi. Policy and Legislative Compliance - Ensure policy and legislative
compliance.
b) leadership competencies and actions for implementation during the Evaluation
Cycle to achieve the goals set out in the Evaluation Plan in accordance with
guidelines issued by the Minister under subsection 287.6 (1) of the Education Act;
c) methods for determining whether the Director successfully implemented the
actions set out in the performance plan during the evaluation cycle;
d) supporting evidence and indicators to measure, either qualitatively or
quantitatively, the degree to which the actions have achieved the specified goals;
and
e) any additional appraisal elements determined by the Committee with input from
the Director and if the additional appraisal elements include additional goals, a list
of the actions that will be implemented during the Evaluation Cycle to achieve
those goals.
4.9 The Director and the chair of the Committee shall each sign the performance plan and
each of them shall retain a copy for at least six years.
Performance Review and Ratings
4.10 The annual performance review includes the assignment of the following performance
ratings by the Committee, for each goal identified in the Performance Plan, based on
the feedback of the Board:
a) meets all expectations;
b) meets most expectations;
c) meets some expectations; or
d) does not meet expectations.
4.11 When determining which performance rating to assign to the Director, the Committee
shall consider the following factors:
a) the extent to which the Director worked diligently and consistently toward
implementing the actions identified in the performance plan;
b) the efforts made to engage board staff, community partners and stakeholders, and
others in developing the goals and implementing the actions identified in the
performance plan; and
c) the degree of success the Director had in achieving the goals set out in the
Performance Plan.
4.12 The final appraisal report shall include the Committee’s evaluation, the performance
rating, and a rationale for the rating.
40
The Director and Board Performance Appraisal Committee
4.13 The Director and Board Performance Appraisal Committee (the Committee) shall be
responsible for the Evaluation of the Director and shall be composed of five Board
members. Annually, the Committee shall elect a Chair and wherever possible, the chair
of the Board shall be elected as Chair of the Committee;
4.14 The Committee shall:
a) conduct performance appraisals of the Director based on predetermined criteria and
objectives;
b) ensure compliance with the regulatory requirements outlined in Ontario Regulation
83/24 and this policy;
c) ensure compliance with the established Evaluation Cycle and timelines;
d) determine whether a third party facilitator will be engaged for the purpose of
supporting the Full Evaluation Cycle
e) review and evaluate the Director's performance; and
f) finalize the Director’s performance appraisal report for presentation to the Board and
the Director.
Full Evaluation Cycle - Steps and Timelines
4.15 The Full Evaluation Cycle begins with the setting of the Director’s Performance Plan.
The Committee shall meet by May 15 to initiate the development of the Performance
Plan for the upcoming year and shall identify, what role, if any, a third party facilitator will
play.
4.16 The Committee chair and at least one other member of the Committee shall meet with
the Director by July 31 to develop and finalize the performance plan.
4.17 Notice shall be posted on the District’s website confirming that the Director’s
Performance Plan has been finalized and shared with members of the Board by August
15.
4.18 By August 15, the Chair of the Board shall provide written notice to the Minister that
includes the following information:
a) the date that the person began their role as the Director;
b) whether a Comprehensive Evaluation is required to be taken during the current
Full Evaluation Cycle; and
c) confirmation that the Director’s performance plan has been finalized for the
upcoming Full Evaluation Cycle.
4.19 By January 11, the Committee Chair must invite all members of the Board to provide
feedback on the Director’s progress to date in achieving the goals set out in the
performance plan. Feedback must be submitted to the Committee Chair by January 21.
41
4.20 By January 31, the Committee Chair and at least one other member shall meet with the
Director to provide feedback on progress to date.
4.21 By June 10, the Director shall complete the Performance Plan, including actions taken,
supporting evidence and indicators, professional learning completed, and a rationale for
any actions not implemented and/or goals not achieved and provide the completed draft
to the Committee Chair.
4.22 By June 20, a copy of the completed draft Performance Plan shall be provided to all
members of the Board, with instruction about how to provide feedback.
4.23 Each member of the Board has until June 30 to provide feedback on the draft
Performance Plan to the Committee.
4.24 By July 7, the Committee shall meet for the purpose of reviewing the feedback,
conducting the evaluation, and generating the draft performance appraisal report. In
conducting the evaluation, the Committee shall have regard for the provisions of section
4.10 of this policy.
4.25 By July 7, the Committee chair shall provide the draft performance appraisal report to
the Director.
4.26 By July 31, the Committee chair and at least one other member of the Committee shall
meet with the Director. The purpose of the meeting shall be to:
a) review the actions implemented by the Director to achieve the goals of the
performance plan, review and update the performance plan for the following
Evaluation Cycle, if necessary;
b) review and discuss the Committee’s draft performance appraisal report; and
c) provide the Director an opportunity to respond to the committee’s evaluation,
performance rating and explanation for the rating and the date by which the
feedback is required.
4.27 By August 10, the Committee Chair shall finalize the performance appraisal report and
provide the final performance appraisal report to the Board and the Director.
4.28 By August 15, the Board shall provide written confirmation to the Minister that the
performance appraisal has been conducted and that the final performance appraisal
report has been adopted by Board resolution by August 15. A copy of the confirmation
shall be posted on the Board’s website.
Comprehensive Evaluation
4.29 A comprehensive performance evaluation of the Director shall be undertaken in the first
Full Evaluation Cycle and every second full Evaluation Cycle thereafter.
.
4.30 The Board shall retain a facilitator with experience in executive performance
assessment to support the Comprehensive Evaluation.
42
4.31 The facilitator shall invite feedback from Board members, members of committees of the
Board, staff who report directly to the Director, parent members of all school councils,
federation representatives, and a representative sample of Community Partners and
Stakeholders, as identified by the Committee with input from the Director.
4.32 The facilitator shall develop a questionnaire for the purposes of collecting feedback. The
questionnaire shall be based on the Performance Plan.
4.33 The facilitator shall remove any words or names that would identify a parent/guardian or
student if a request is made to do so by the parent/guardian or student.
4.34 The facilitator shall perform the tasks required by April 30 and submit the required report
to the Committee and the Director by May 15.
4.35 The steps taken up are the same as for a Full Evaluation Cycle, plus the following:
a) By December 1, the Minister of Education shall provide a written notice to the
Board and the Director indicating their intent to provide feedback on the
comprehensive evaluation.
4.36 By April 30, the facilitator shall invite feedback from Board members, members of
committees of the Board, staff who report directly to the Director, parent members of all
school councils, federation representatives, and a representative sample of Community
Partners and Stakeholders, as identified by the Committee with input from the Director.
4.37 By May 15, the facilitator shall submit the required report to the Committee and the
Director.
4.38 By August 15, the list of community partners and stakeholders from whom feedback
was requested shall be provided to the Minister and posted on the board’s website as
part of the confirmation documentation.
Interim Evaluation Cycle - Steps and Timelines
4.39 Appendix D summarizes the steps and timelines for the Interim Evaluation Cycle.
Retention of Documentation
4.40 All required documents under this policy shall be retained for a period of at least six
years from the date of the draft performance appraisal report to which the document
relates.
5.0 APPENDICES
Appendix A: Policy Definitions
Appendix B: Timing of Evaluation Cycles
Appendix C: Performance Plan For The Evaluation of The Director
Appendix D: Interim Evaluation Cycle - Actions and Timelines
-6-P.051.GOV
43
6.0 REFERENCE DOCUMENTS
Education Act, 1998, § 283
Ontario Regulation 83/24
44
APPENDIX A: POLICY DEFINITIONS
In this policy,
Board means the Board of Trustees.
Community Partners and Stakeholders means persons or entities that interact with the
Board, including advocacy groups, First Nations, Metis and Inuit partners, business and labour
organizations, municipal and childcare partners and social services agencies.
Comprehensive Evaluation means the evaluation that is required bi-annually where an entity
(facilitator), with at least five years of experience conducting multi-source executive
performance assessments,appointed by the Board seeks feedback from Community Partners
and Stakeholders, including the Minister of Education, to provide feedback on the performance
appraisal of the Director of Education.
District means the Ottawa-Carleton District School Board.
Evaluation Cycle means the period of time during which the performance of a director of
education is appraised.
Full Evaluation Cycle means an Evaluation Cycle that commences July 01 in a year and
ends June 30 of the following year.
Interim Evaluation Cycle means an Evaluation Cycle that starts with the start date of the
Director of Education in this role and ends on the first following June 30 of a school year.
45
APPENDIX B: TIMING OF EVALUATION CYCLES
Start Date of role as Director of
Education
End Date for Interim Evaluation
Cycle
Start Date of First Full
Evaluation Cycle
Before March 1, 2024.none July 1, 2024
On or after March 1, 2024 and on or
before June 30, 2024.
June 30, 2025 July 1, 2025
On or after July 1 in a year and on
or before the last day of February in
the following year.
The first June 30 following their start
date.
The first July 1 following their
start date.
On or after March 1 in a year and on
or before June 30 in that same year.
June 30 in the following calendar
year.
July 1 in the following calendar
year.
46
OTTAWA-CARLETON DISTRICT SCHOOL BOARD
PERFORMANCE PLAN
FOR THE EVALUATION OF THE DIRECTOR OF EDUCATION /
SECRETARY OF THE BOARD
FOR THE YEAR:
Dated:
APPENDIX C: PERFORMANCE PLAN FOR THE EVALUATION OF THE DIRECTOR
47
Director of Education:
School Year:
GOAL: STUDENT ACHIEVEMENT
Advance the provincial priorities in education in the area of student achievement set out in Ontario Regulation
224/23
Leadership competencies and practices
needed to achieve the goals:
Planned Actions:Actions taken to
improve
competencies or
practices:
Supporting
Evidence/Indicators:
Qualitative and/or
quantitative measures
Rating:
Educational Leadership - Provide
educational leadership to ensure a
student-centered approach in OCDSB
schools and central departments that
supports student achievement and
learning in accordance with legislation
and the OCDSB’s strategic plan.
Integrated Instructional Leadership -
Guide instructional practice through
curriculum alignment and evidence based
intervention strategies, and professional
learning opportunities that enhance
educators skills and knowledge fostering
a collaborative and supportive
environment for continuous growth and
improvement.
●Meets all
●Meets most
●Meets some
●Does not
meet
48
Student Well-Being - Foster a culture
that prioritizes the physical, emotional
and psychological well being of students
and staffto address bullying,
discrimination and other harmful
behaviors.
Data-Informed Decision Making - Utilize
various data sources, such as student
assessments and performance metrics, to
inform instructional strategies, resource
allocation, and intervention programs
aimed at improving student achievement.
Continuous Improvement - Establish a
culture of continuous improvement by
implementing processes for ongoing
evaluation, reflection, and adjustment of
instructional practices and educational
programs to maximize student
achievement outcomes.
49
Director of Education:
School Year:
GOAL: RESOURCE MANAGEMENT
Manage human, capital and fiscal resources to achieve the goals identified in the board’s multi-year plan
developed under clause 169.1 (1) (f) of the Act.
Leadership competencies and practices
needed to achieve the goals:
Planned Actions:Actions taken to
improve
competencies or
practices:
Supporting
Evidence/Indicators:
Qualitative and/or
quantitative measures
Rating:
Strategic Planning - Develop and
implement strategic plans that align
organizational resources, priorities, and
actions to realize the vision and mission of
the district, and adaptively respond to
internal and external challenges and
opportunities.
Budget - Develop comprehensive budget
plans aligned with organizational goals
and priorities, and strategically allocate
resources to support the multi-year
strategic plan.
Resource Optimization - Maximize the
efficient use of existing resources,
including personnel, facilities, and
technology, through effective planning,
●Meets all
●Meets most
●Meets some
●Does not
meet
50
collaboration, and innovation to enhance
student learning experiences.
Monitoring and Evaluation - Establish
systems for monitoring resource
utilization, evaluate program
effectiveness, and conduct regular audits
to ensure compliance with financial
policies, regulations, and best practices.
StaffTraining and Development -
Provide ongoing training, professional
development, and support to staff
members to enhance their awareness,
understanding, and adherence to
legislative requirements, ethical
standards, and district policies and
procedures.
51
Director of Education:
School Year:
GOAL: HEALTHY WORKPLACE
Promote a healthy and inclusive workplace with effective systems for staffselection and oversight.
Leadership competencies and
practices needed to achieve the goals:
Planned Actions:Actions taken to
improve
competencies or
practices:
Supporting
Evidence/Indicators:
Qualitative and/or
quantitative measures
Rating:
Communication and Transparency -
Cultivate a culture of open
communication, trust, and transparency
by fostering dialogue, sharing
information, and actively listening to the
concerns and feedback of staffmembers.
Conflict Resolution - Implement effective
conflict resolution strategies and
mediation techniques to address
interpersonal conflicts, promote
constructive dialogue, and foster positive
relationships among staffmembers.
Work-Life Balance - Support staff
well-being and morale by promoting
work-life balance initiatives,flexible
scheduling options, and wellness
●Meets all
●Meets most
●Meets some
●Does not
meet
52
programs that prioritize physical and
mental health.
Professional Development
Opportunities - Provide opportunities for
staffto enhance their skills, knowledge,
and professional growth through ongoing
training, mentorship, career advancement
programs, and recognition of
achievements.
Recognition and Appreciation -
Recognize and appreciate the
contributions and achievements of staff
members through formal and informal
recognition programs, celebrations, and
expressions of gratitude to promote a
culture of appreciation and motivation.
53
Director of Education:
School Year:
GOAL: COMMUNITY ENGAGEMENT
Create and maintain respectful and collaborative relationships with students, parents, sta ff, school board
communities, community partners and stakeholders, Ministry sta ffand the Minister.
Leadership competencies and
practices needed to achieve the goals:
Planned Actions:Actions taken to
improve
competencies or
practices:
Supporting
Evidence/Indicators:
Qualitative and/or
quantitative measures
Rating:
Cultural Competence - Demonstrate
cultural competence by respecting and
valuing the diverse perspectives,
backgrounds, and experiences of
community members, and incorporate
culturally responsive practices into
educational programs and
decision-making processes.
Stakeholder Collaboration - Build and
nurture positive relationships with
parents, community members, local
organizations, and educational partners
to foster collaborative partnerships that
support student success and community
engagement initiatives.
●Meets all
●Meets most
●Meets some
●Does not
meet
54
Community Outreach - Develop and
implement outreach strategies to engage
stakeholders in educational initiatives,
gather input, and build support for
district goals, programs, and initiatives.
Partnership Development - Identify and
cultivate strategic partnerships with
external organizations, agencies, and
community stakeholders to expand
access to resources, expertise, and
opportunities that enhance educational
outcomes and student experiences.
55
Director of Education:
School Year:
GOAL: LEADERSHIP
Demonstrate leadership that maintains or improves the reputation of and public confidence in the board.
Leadership competencies and
practices needed to achieve the
goals:
Planned Actions Actions taken to
improve
competencies or
practices:
Supporting
Evidence/Indicators:
Qualitative and/or
quantitative measures
Rating:
Visionary Leadership - Articulate a
compelling vision for educational
excellence and equity, inspiring public
confidence to share in the vision, and
mobilizing resources and support to
achieve strategic goals and objectives.
Team Building and Empowerment -
Build high-performing teams by
fostering a culture of collaboration,
trust, and accountability, empowering
staffto take ownership of their work,
and providing opportunities for
professional growth and leadership
development.
●Meets all
●Meets most
●Meets some
●Does not
meet
56
Ethical Leadership - Demonstrate
integrity, honesty, and ethical
decision-making in all aspects of
leadership, adhering to professional
standards and legal requirements, and
fostering a culture of ethics, equity, and
social responsibility.
Change Management - Lead change
initiatives by effectively communicating
the need for change, engaging
stakeholders in the change process, and
providing support, resources, and
guidance to navigate transitions and
build organizational resilience.
57
Director of Education:
School Year:
GOAL: POLICY AND LEGISLATIVE COMPLIANCE
Ensure compliance with applicable laws, Ministry policies and guidelines, and board mandates.
Leadership competencies and practices
needed to achieve the goals:
Planned Actions:Actions taken to
improve
competencies or
practices:
Supporting
Evidence/Indicators:
Qualitative and/or
quantitative measures
Rating:
Policy Development and
Implementation - Develop, implement
and monitor policies and procedures to
ensure compliance with federal and
provincial legislation, ministry regulations
and guidelines, as well as board policy and
directives
Monitoring and Reporting - Establish
systems for monitoring and reporting on
compliance with legislative requirements,
regulatory mandates, and district policies,
and address any non-compliance issues
promptly and effectively.
Risk Management - Identify potential
legal,financial,and operational risks
●Meets all
●Meets most
●Meets some
●Does not
meet
58
related to legislative and policy
compliance, and implement proactive
measures to mitigate risks and ensure the
integrity and sustainability of district
operations.
Knowledge Mobilization - Stay informed
of legislative changes, legal trends, and
emerging issues. Collaborate with external
stakeholders and advocate for policies and
practices that advance the district's
mission and priorities.
59
APPENDIX D - INTERIM EVALUATION CYCLE - ACTIONS AND TIMELINES
Item Person or Entity Action Date
1 Committee chair and at
least one other member
of the committee
Meet with the director of education to develop
and finalize their performance plan.
The date that is 30
days after the
director’s first day
in the role
2 Committee Chair Provide a copy of the director’s performance
plan to every member of the board.
The date that is 45
days after the
director’s first day.
3 Chair of the Board 1. Provide written notice to the Minister
containing the following information,
i. the date that the person began their
role as director for the board, and
ii. confirmation that the director’s
performance plan has been put in
place for the current full Evaluation
Cycle.
2. Post a copy of the confirmation on the
board’s website.
The date that is 45
days after the
director’s first day
in the role.
4 Committee Chair Request feedback from every member of the
board in respect of the director’s progress
toward implementing the actions and achieving
the goals contained in the performance plan
and to discuss other matters relevant to the
performance plan.
The date that is 20
days before the
date determined
for item 6.
5 Each member of the
Board
Provide any feedback requested in item 4 to
the chair of the committee.
The date that is 10
days before the
date determined
for item 6.
6 Committee chair and at
least one other member
of the committee,
Meet with the director to review their progress
toward implementing the actions and achieving
the goals contained in the performance plan
and to discuss other matters relevant to the
performance plan.
The closest
weekday to a date
that is midway
between the date
on which the
action in item 3 is
taken and final
day of the interim
evaluation period.
7 Director of Education Update the performance plan in accordance
with subsection 9 (4)
June 10
8 Committee Chair Provide a copy of the draft performance
appraisal report, prepared in accordance with
section 10, in respect of the director of
June 20
60
education to every member of the board.
9 Each member of the
Board
Provide any feedback on the draft
performance appraisal report to the committee.
June 30
61
POLICY P.051.GOV
TITLE: EVALUATION OF DIRECTOR OF EDUCATION AND SECRETARY OF
THE BOARD
Date Issued: September 2004
Last Revised: 26 June 2023
Authorization: Board: 08 March 2004
1.0 OBJECTIVE
To establish the parameters and process for the evaluation of the Director of Education and
Secretary of the Board.
2.0 POLICY
2.1 The Director of Education shall be formally evaluated annually by the Board with all
Board Members participating in the evaluation process.The annual evaluation process
shall be supported by a comprehensive evaluation undertaken at least once in every
contractual term of employment.
2.2 The purpose of the evaluation is to:
a) ensure the accountability of the Director in undertaking his or her responsibilities
as the Chief Executive Officer of the school district;
b) monitor the contribution of the Director to the achievement of the strategic plan;
and
c) to assist the Board and Director in identifying areas where the Director can
improve his or her performance and the overall leadership of the school district.
To this end, the evaluation shall focus on affirmations, and, where appropriate,
redirection.
2.3 The evaluation of the Director shall be aligned with and based on duties as assigned in
provincial statutes, regulations, policies and guidelines and on a current job description
for the position of Director of Education and Secretary to the Board.
2.4 The evaluation of the Director shall use a performance-based assessment system and
shall emphasize the need for and require the presentation of evidence.
Appendix B to Report 24-090 62
2.5 The observable evidence shall be in a manageable form and limited to the amount
sufficient to provide a fair,clear and accurate representation of the performance of the
Director.
2.6 The role expectations,evidence and quality indicators used to assess performance shall
be identified in the Director ’s Performance Assessment Guide.The Performance
Assessment Guide is intended to clarify for the Director the performance expectations
that are held by the Board.The Board shall use this guide to evaluate the performance
of the Director in relation to job expectations.
2.7 The Performance Assessment Guide shall include role expectations,evidence and
quality indicators based on the Director ’s responsibilities as outlined in the job
description:
a)Educational Leadership
b)Strategic Focus and Policy Implementation
c)Communications and Community Relations
d)Human Resources and Professional Development
e)Fiscal Accountability
f)Strong Relationship with Provincial Officials,including Advocacy for the OCDSB’s
needs
3.0 SPECIFIC DIRECTIVES
Comprehensive Evaluation
3.1 A comprehensive performance evaluation of the Director shall be undertaken at least
once in every contractual term of employment.The comprehensive evaluation of the
Director may be undertaken at the same time and in conjunction with the
comprehensive board evaluation or at a separate time.At the start of each evaluation
cycle,the Board shall decide whether or not a comprehensive evaluation will be
undertaken for that year.
3.2 The comprehensive evaluation shall seek input from the Board,the Director and other
stakeholders.The input shall be obtained though a questionnaire,which will ask
participants to evaluate the Director based on the framework of the Performance
Assessment Guide.
3.3 The information collected through the questionnaire shall be compiled by an external
resource and submitted to the Board and Director for review and discussion.The
purpose of collecting the input is to assist the Board in evaluating the performance of
the Director in accordance with section 2.2 of this policy.
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63
3.4 The questionnaire shall be established by the Board in consultation with the Director
and shall be reviewed during the employment contract unless otherwise directed by the
Board.
Annual Evaluation
3.5 The annual evaluation will include the submission of a report to the Board from the
Director based on the Performance Assessment Guide.
3.6 The objective of the report is to provide evidence of the Director ’s performance based
on the expectations,evidence and quality indicators identified in the Performance
Assessment Guide.
3.7 The Director and the Board will meet with a facilitator to discuss the Director ’s
accomplishments and opportunities for professional growth and/or areas of focus using
the report as the basis for the discussion.At the mutual agreement of the Board and
the Director,this discussion may take place without a facilitator.
3.8 The Board will provide to the Director,a written summary of the facilitated discussion
and any professional growth and/or areas of focus identified for the pending academic
year.
Mid-Year Evaluation
3.9 A mid year discussion (formal report not required)on progress towards areas of focus
for attention will be held at a time mutually agreed upon by the Board and the Director;
Evaluation Process and Timelines
3.10 The evaluation cycle shall include the following:
a)A meeting of the Ad Hoc Committee on Board and Director Evaluation Processes
will be convened in May each year to:
(i)discuss the Director evaluation process and timelines for that evaluation
cycle,and determine whether a comprehensive evaluation is required;
(ii)review the Director ’s Job Description and the Performance Assessment
Guide to determine whether any revisions are required;
(iii)to establish the selection process for a facilitator;and
(iv)where a comprehensive evaluation is required,to discuss the
stakeholders to be included in the consultation,the process,including the
questionnaire,and timelines to be followed.
Any changes to the job description or Performance Assessment Guide shall be
completed prior to the end of June.
b)The Director will prepare a report to the Board outlining the evidence in support
of his or her work for the academic year just completed and will identify
opportunities for growth for the pending academic year.The report will be
submitted to the Board by 30 September.The Board will review the indicated
evidence and will determine whether,or to what extent,the quality indicators
have been achieved.
-3-P.051.GOV
64
c)A facilitated meeting between the Director and the Board will be held no later
than mid-October to discuss the Director ’s accomplishments and opportunities
for professional growth and/or areas of focus using the report as the basis for the
discussion.At the mutual agreement of the Board and the Director,this
discussion may take place without a facilitator.
d)By October 31,the Board will provide to the Director,a written summary of the
facilitated discussion and any areas of growth identified,as well as establish any
clear measures and objectives for the year.
e)By November 15,the Director will provide a written response to the Board on the
summary and growth areas provided which will include further information and/or
any clarification previously requested by the Board,if applicable.
f)Upon approval of the final evaluation report by the Director and the Board,the
evaluation report will be signed by the Director and the Board Chair no later than
November 30.
Other
3.11 Support for the above-noted process,inclusive of the preparation of the Director ’s report
and facilitation of the Board evaluation discussions,will be carried out by an external
facilitator /consultant mutually approved by the Board and Director.
3.12 The timelines outlined in this policy are subject to change at the mutual agreement of
the Board and the Director.
4.0 APPENDICES
Appendix A Job Description,Director of Education and Secretary of the Board
Appendix B Performance Assessment Guide
5.0 REFERENCE DOCUMENTS
Education Act,1998,§283
-4-P.051.GOV
65
Appendix A to P.051.GOV
Evaluation of Director of Education and Secretary of the Board
(2023-2024 Job Description)
OVERVIEW:
The Director of Education /Secretary of the Board is both the Chief Education Officer
and the Chief Executive Officer of the Ottawa-Carleton District School Board (OCDSB).
The Director reports directly to the Board of Trustees and is accountable to the Board of
Trustees for the organization and operation of the district.All district school board
authority delegated to staff is delegated through the Director of Education.
In describing the duties and responsibilities of the Director of the OCDSB,this
document reflects the OCDSB’s commitment to excellence and to the value of public
education.
RESPONSIBILITIES:
The Director of Education of the OCDSB is responsible to:
1.PROVIDE EDUCATIONAL LEADERSHIP TO THE DISTRICT
1.1.Provide educational leadership to ensure a student-centered approach in
OCDSB schools and central departments that supports student
achievement and learning in accordance with legislation and the OCDSB’s
strategic plan.
1.2.Ensure that each student is provided with a safe and caring environment
that fosters and maintains respectful and responsible behavior,well-being
and supports for students.
1.3.Create a culture of respect and dignity by supporting the OCDSB’s
character attributes.
1.4.Centre Indigenous and human rights,anti-oppression and equity in
OCDSB’s governance and leadership structures,policies and practices
and decision-making.
1.5.Practice leadership in a manner that is viewed positively and has the
support of those with whom they work most directly in carrying out the
directives of the Board and the Ministry of Education.
1.6.Act in accordance with all statutory requirements to implement provincial
education standards and policies,and perform administrative functions
required by governing legislation and Board policy.
1.7.Enhance curriculum development and implement effective
evidence-based policies that benefit all students and all learning abilities
to achieve equitable education outcomes.
-5-P.051.GOV
66
2.MAINTAIN A STRATEGIC FOCUS AND MANAGE POLICY IMPLEMENTATION
2.1.Support the Board’s vision and mission and participate in the development
of the OCDSB’s strategic plan.
2.2.Implement the Board’s strategic plan and mobilize the OCDSB’s resources
to ensure timely action to realize the goals of the strategic plan.
2.3.Build and strengthen collaborative relationships with Indigenous,Black
and minoritized students,parents and staff to create a community of
belonging,promote excellence and inform actions to eliminate disparities
and disproportionalities in service delivery.
2.4.Report OCDSB goals and outcomes achieved on an ongoing basis,
summarized annually.
2.5.Ensure timely and effective implementation of Board policies,and develop
and implement supporting procedures.
2.6.Support effective governance and strong relationships with the Trustees
for a productive and accountable navigation of the strategic plan.
2.7.Perform the responsibilities of Secretary of the Board as outlined in the
legislation.
2.8.Ensure the Board is made aware of,and understands the implications of
new Ministry initiatives.
3.ENHANCE COMMUNICATIONS AND COMMUNITY RELATIONS
3.1 Build and maintain a deep understanding of Ottawa and its communities,
educational structures,political landscapes,and the challenges and
opportunities of the region.
3.2 Ensure the development and implementation of a comprehensive
communications plan aligned with,and supportive of,the strategic and
annual operating plans.
3.3 Develop effective communication mechanisms to support the OCDSB and
ensure that procedures and protocols are in place to enhance open and
positive internal and external communications.
3.4 Engage and inspire confidence in the community in support of OCDSB’s
mission and the evolving needs of students.
3.5 Be a visible ambassador,champion of,and spokesperson for the OCDSB,
internally and externally,with reference to Board policy and provincial
legislation.
-6-P.051.GOV
67
3.6 Be an effective advisor and partner to the Board of Trustees;ensuring
accurate,timely and effective reporting to the Board and communication of
Board decisions.
3.7 Recognize and accommodate the diversity of languages spoken across
the District.
3.8 Remain informed on current and ongoing challenges and pedagogical
best practices.
4.MANAGE HUMAN RESOURCES AND PROFESSIONAL DEVELOPMENT
4.1.Work collaboratively with staff,community partners,and stakeholders to
promote equity and inclusion,while fostering a culture of innovation and
growth.
4.2.Foster a culture of resiliency by implementing strategies that support the
mental health and well-being of staff,students,and their families.
4.3.Continue to advance diversity,equity,and inclusion goals and ensuring
schools are a safe and inclusive place for all (notably Black,Indigenous,
and LGBTQ2S+children and youth).
4.4.Promote safe and respectful working and learning environments through
strategies that address inappropriate or aggressive behaviours,hate
speech,bullying,disruptive and/or disrespectful behaviour.
4.5.Responsibly exercise the administrative authority delegated by the Board
as Chief Executive Officer,subject to provisions and restrictions in
provincial legislation.
4.6.Has overall authority and responsibility for all personnel-related issues,
save and except those personnel matters precluded by board policy,
legislation or collective agreements.
4.7.Ensure effective systems are in place for the selection,supervision,and
development and performance review of all staff.
4.8.Lead succession planning and recruitment strategies,while addressing
staff retention and wellness.
4.9.Effectively organize and manage the senior administration,including all
supervisory officers,exercise responsibility for the performance
assessment and evaluation of that group of system leaders,and support
on-going development of direct reports.
4.10.Participate collaboratively in the annual evaluation processes for the
Board of Trustees and for the Director of Education/Secretary of the
Board,as outlined in policy.
-7-P.051.GOV
68
5.DEMONSTRATE FISCAL ACCOUNTABILITY
5.1.Ensure that the fiscal management of the OCDSB is in accordance with
the Ministry’s funding model,other applicable grant regulations,and in
accordance with the provisions of the Education Act and regulations.
5.2.Understand and address the needs of the OCDSB including the many
challenges in the current school environment,through appropriate
allocation of resources.
5.3.Oversee the development of an annual budget and expenditure of funds
as per Board-approved budget.Manage emergency expenditures in
accordance with best practice and in the best interests of the OCDSB.
5.4.Inform the Board about risks annually and about pending litigation as soon
as possible or as circumstances warrant.
5.5.Provide requested information to the audit committee in a timely manner.
6.DEMONSTRATE A STRONG RELATIONSHIP WITH PROVINCIAL OFFICIALS,
INCLUDING ADVOCACY FOR THE OCDSB’S NEEDS
6.1.Represent the Board’s position on student needs and educational
priorities to provincial government officials.
6.2.Utilize appropriate mechanisms to support the Board’s advocacy efforts.
6.3.Develop and present recommended courses of action and alternatives
with regard to provincial relations,directives and initiatives to the Board for
its consideration.
6.4.Provide information to the Board on long-term impacts of issues,decisions
and activities.
-8-P.051.GOV
69
Appendix B to P.051.GOV
Evaluation of Director of Education and Secretary of the Board
OTTAWA-CARLETON DISTRICT SCHOOL BOARD
PERFORMANCE ASSESSMENT GUIDE
FOR THE EVALUATION OF THE DIRECTOR OF EDUCATION /
SECRETARY OF THE BOARD
FOR THE YEAR:SAMPLE
(Dated:___________________)
-9-P.051.GOV
70
Areas of Growth for (year)
On _______________the Board approved the following areas of growth for the Director of
Education for the _____________year:
Educational Leadership
Strategic Focus and Policy Implementation
Communications and Community Relations
Human Resources and Professional Development
Fiscal Accountability
Advocacy
Responsibility #1:
Provide educational leadership to the District.
Role Expectations:
o Provide educational leadership to ensure a student-centered approach in OCDSB schools and central departments that
supports student achievement and learning in accordance with legislation and the OCDSB’s strategic plan.
o Ensure that each student is provided with a safe and caring environment that fosters and maintains respectful and
responsible behavior,well-being and supports for students.
o Create a culture of respect and dignity by supporting the OCDSB’s character attributes.
o Centre Indigenous and human rights,anti-oppression and equity in OCDSB’s governance and leadership structures,
policies and practices and decision-making.
o Practice leadership in a manner that is viewed positively and has the support of those with whom they work most directly
in carrying out the directives of the Board and the Ministry of Education.
o Act in accordance with all statutory requirements to implement provincial education standards and policies,and perform
administrative functions required by governing legislation and Board policy.
o Enhance curriculum development and implement effective evidence-based policies that benefit all students and all
learning abilities to achieve equitable education outcomes.
Director Reflection:
Evidence and Indicators of Accomplishments:
-10-P.051.GOV
71
Responsibility #2:
Maintain a strategic focus and manage policy implementation.
Role Expectations:
o Support the Board’s vision and mission and participate in the development of the OCDSB’s strategic plan.
o Implement the Board’s strategic plan and mobilize the OCDSB’s resources to ensure timely action to realize the goals of
the strategic plan.
o Build and strengthen collaborative relationships with Indigenous,Black and minoritized students,parents and staff to
create a community of belonging,promote excellence and inform actions to eliminate disparities and
disproportionalities in service delivery.
o Report OCDSB goals and outcomes achieved on an ongoing basis,summarized annually.
o Ensure timely and effective implementation of Board policies,and develop and implement supporting procedures.
o Support effective governance and strong relationships with the Trustees for a productive and accountable navigation of
the strategic plan.
o Perform the responsibilities of Secretary of the Board as outlined in the legislation.
o Ensure the Board is made aware of,and understands the implications of new Ministry initiatives.
Director Reflection:
Evidence and Indicators of Accomplishments:
Responsibility #3:
Enhance communications and community relations.
Role Expectations:
o Build and maintain a deep understanding of Ottawa and its communities,educational structures,political landscapes,
and the challenges and opportunities of the region.
o Ensure the development and implementation of a comprehensive communications plan aligned with,and supportive of,
the strategic and annual operating plans.
o Develop effective communication mechanisms to support the OCDSB and ensure that procedures and protocols are in
place to enhance open and positive internal and external communications.
o Engage and inspire confidence in the community in support of OCDSB’s mission and the evolving needs of students.
o Be a visible ambassador,champion of,and spokesperson for the OCDSB,internally and externally,with reference to
Board policy and provincial legislation.
o Be an effective advisor and partner to the Board of Trustees;ensuring accurate,timely and effective reporting to the
Board and communication of Board decisions.
o Recognize and accommodate the diversity of languages spoken across the District.
o Remain informed on current and ongoing challenges and pedagogical best practices.
Director Reflection:
Evidence and Indicators of Accomplishments:
Responsibility #4:
Manage human resources and professional development.
-11-P.051.GOV
72
Role Expectations:
o Work collaboratively with staff,community partners,and stakeholders to promote equity and inclusion,while fostering a
culture of innovation and growth.
o Foster a culture of resiliency by implementing strategies that support the mental health and well-being of staff,students,
and their families.
o Continue to advance diversity,equity,and inclusion goals and ensuring schools are a safe and inclusive place for all
(notably Black,Indigenous,and LGBTQ2S+children and youth).
o Promote safe and respectful working and learning environments through strategies that address inappropriate or
aggressive behaviours,hate speech,bullying,disruptive and/or disrespectful behaviour.
o Responsibly exercise the administrative authority delegated by the Board as Chief Executive Officer,subject to provisions
and restrictions in provincial legislation.
o Has overall authority and responsibility for all personnel-related issues,save and except those personnel matters
precluded by board policy,legislation or collective agreements.
o Ensure effective systems are in place for the selection,supervision,and development and performance review of all
staff.
o Lead succession planning and recruitment strategies,while addressing staff retention and wellness.
o Effectively organize and manage the senior administration,including all supervisory officers,exercise responsibility for
the performance assessment and evaluation of that group of system leaders,and support on-going development of
direct reports.
o Participate collaboratively in the annual evaluation processes for the Board of Trustees and for the Director of
Education/Secretary of the Board,as outlined in policy.
Director Reflection:
Evidence and Indicators of Accomplishments:
Responsibility #5:
Demonstrate fiscal accountability.
Role Expectations:
o Ensure that the fiscal management of the OCDSB is in accordance with the Ministry’s funding model,other applicable
grant regulations,and in accordance with the provisions of the Education Act and regulations.
o Understand and address the needs of the OCDSB including the many challenges in the current school environment,
through appropriate allocation of resources.
o Oversee the development of an annual budget and expenditure of funds as per Board-approved budget.Manage
emergency expenditures in accordance with best practice and in the best interests of the OCDSB.
o Inform the Board about risks annually and about pending litigation as soon as possible or as circumstances warrant.
o Provide requested information to the audit committee in a timely manner.
Director Reflection:
Evidence and Indicators of Accomplishments:
Responsibility #6:
Demonstrate a strong relationship with provincial officials,including advocacy for the OCDSBs
needs.
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73
Role Expectations:
o Represent the Board’s position on student needs and educational priorities to provincial government officials.
o Utilize appropriate mechanisms to support the Board’s advocacy efforts.
o Develop and present recommended courses of action and alternatives with regard to provincial relations,directives and
initiatives to the Board for its consideration.
o Provide information to the Board on long-term impacts of issues,decisions and activities.
Director Reflection:
Evidence and Indicators of Accomplishments:
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74
75
AD HOC POLICY COMMITTEE 06 June 2024
Report No.24-082
APPROVAL OF POLICY P.005.GOV BOARD MEMBER AND STUDENT
TRUSTEE EXPENSES AND SUPPORT SERVICES
Key Contact:Michele Giroux,Executive Officer of Corporate Services,
Ext:8310
PURPOSE:
1.To seek approval of the proposed revisions to Policy P.005.GOV Board Member
and Student Trustee Expenses and Support Services.
STRATEGIC LINKS
2.The proposed updates have been developed in alignment with the Board’s
commitment to Responsible Resource Use,intending to improve overall
governance and decision making of the OCDSB and enhance our ability to achieve
the objectives of the 2023-2027 Strategic Plan.
CONTEXT:
3.Policy P.005.GOV Board Member and Student Trustee Expenses and Support
Services (the policy)has been revised several times since its inception in 1998 with
the majority of changes made in 2010 owing to the release of the Ministry of
Education Memorandum 2009:B8 and the associated Trustee Expenditure
Guideline.More recent updates include provisions for limiting the carry forward
amount and an adjustment to the timeline for expenditures incurred in an election
year to reflect changes to the timing of municipal elections.
At the 7 December 2023 Ad Hoc Policy Committee meeting,Trustee Scott,by way
of a Notice of Motion,sought the committee’s approval to review and make several
amendments to the policy.The committee discussed the proposed changes at the 4
April 2024 meeting.The draft policy incorporating the suggested language and
formatting (identified in yellow)is attached as Appendix A.
76
KEY CONSIDERATIONS:
4.Carry Forward Analysis
The current annual budget allocation for trustees and student trustees has
remained stagnant at $8500 for over a decade,despite a significant increase in the
expenses generally charged against trustee budgets.However,in 2019,the Board
amended section 2.13 of the policy to limit the carry-forward amount to $2500,
whereas previously,trustees could carry forward any unspent amount.On average,
a majority of trustees opt to carry forward their unspent amounts,which generally
supports their attendance at conferences or other professional learning
opportunities.Considering the meagre overall budget amount,it is recommended
that a carry-forward option remain available to trustees.It is important to note that
the end of August deadline for submission of requests for carry-forward funds
should be strictly adhered to.Trustees who fail to submit their request by the 31
August deadline will be ineligible to carry forward any funds.
5.Key Changes
Section Revision
Throughout the policy Implementing the new policy template approved by the
Board.
Updating to gender-neutral language and revising
organization names and titles to align with current references.
Where appropriate,updating references of “Trustee”to
“member”to reflect that budget amounts connect to the role
of the Trustee and not the Trustee as an individual.
Section 2.2 Replacing all references to “member of the Board”with
“Board Member.”
Section 2.10 Updating the role of CFO to Associate Director of Business
Operations,to reflect current roles.
Clarifying eligibility for expense claims,ensuring claims relate
to the member ’s performance of their role.
Section 2.18 Clarifying timelines and expenditure amounts for Trustees
during a municipal election year.
Section 2.23 Clarifying ineligible expenses.
77
Section 2.24 A new section to discourage self-promotion,by defining it and
making it an ineligible expense.
Definitions Updating the definition of “Student Trustee”to a plural noun
and adding the newly-approved Indigenous Student Trustee.
RESOURCE IMPLICATIONS:
6.The proposed draft was posted to the EngageOCDSB platform and awareness was
raised on this consultation through parent/guardian,student,and school council
communications.In the open consultation period between 29 March and 29 April
2024,no entries from EngageOCDSB or other feedback were received,apart from
that of the committee at the meeting on 4 April 2024.
RECOMMENDATIONS:
THAT the revisions to Policy P.005.GOV Board Member and Student Trustee
Expenses and Support Services,attached as Appendix A to Report 24-082,be
approved.
Michèle Giroux
Executive Officer of Corporate Services
Pino Buffone
Director of Education and
Secretary of the Board
APPENDICES
Appendix A Revised Policy P.005.GOV Board Member and Student Trustee Expenses
and Support Services
Appendix B Standing Policy P.005.GOV Board Member and Student Trustee Expenses
78
79
POLICY P.005.GOV
TITLE:BOARD MEMBER AND STUDENT TRUSTEE EXPENSES AND
SUPPORT SERVICES
Date Authorized:30 January 1998
Last Revised:XXXXXXX
Last Reviewed:XXXXXXX
COMMITMENT TO INDIGENOUS RIGHTS,HUMAN RIGHTS,AND EQUITY
The Board recognizes its responsibility to ensure that OCDSB policies and procedures promote and
protect Indigenous,equity,and human rights and to seek to address and eliminate racism and
structural and systemic barriers for students,staff,and community.
1.0 RATIONALE
This policy was developed in support of legislative requirements under subsections 191.2 of
the Education Act which authorizes the Board to develop policies:
1.1 To provide Board members and student trustees with resources to enable them to fulfill
their corporate and constituency responsibilities.
1.2 To enable Board members and student trustees to claim reasonable expenses he/she
they incurred while carrying out their duties as a member of the Board for such items as
professional development,communications,office supplies and services,hospitality and
business travel.
2.0 POLICY
2.1 Board members and student trustees shall be provided with reasonable levels of staff
support through Board Services for handling correspondence;preparing notices of
motions or recommendations to the Board and/or its committees;research into previous
Board discussions,positions or resolutions;making arrangements for travel on Board
business or for purposes of professional development;small-scale photocopying and
postal services;and any other reasonable support to enable them to carry out their
normal duties and responsibilities as Board members and student trustees.
a)Staff research in support of proposed notices of motions or recommendations is
limited to materials already on file,except as the Board may otherwise direct.
b)Surveys or communications to be distributed via students or staff shall only be
undertaken under approved procedures,and not on behalf of individual Board
-1 -P.005.GOV
80
members or student trustees.
2.2 The Board shall set aside annually a budget allocation for each member of the Board
member position and student trustee position to cover expenses incurred by the
member incumbent while carrying out his/her their duties as a member of the Board
member or student trustee.This amount shall be equal for each member of the Board
member position and student trustee position.
2.3 Each Board member and student trustee shall have the discretion to use these funds to
cover the reasonable costs of professional development directly related to their role as
elected officials,constituency communications,business travel,office supplies,
business services and hospitality expenses incurred by the member while carrying out
his/her their duties as an elected representative.
2.4 Costs incurred by a Board member or student trustee for mileage,taxi,parking and for
long distances shall be charged against a central account and not against the individual
Board member allocation.
2.5 Board members and student trustees who attend conferences,annual general
meetings,meetings of other organizations,etc.,as appointed representatives on behalf
of the Board or representing the Board Chair shall have their expenses reimbursed
centrally and not charged against individual Board member or student trustee expense
allocations.
2.6 Where a trustee sits as a Director of the Ontario Public School Boards’Association
(OPSBA)or where a student trustee sits as a Director of the Ontario Student Trustees’
Association (OSTA-AECO),travel to a Director ’s meeting or to the Annual General
Meeting of OPSBA or OSTA-AECO will be considered as travel on official Board
business and not charged to the individual Board member or student trustee account.
2.7 Board members and student trustees must submit an expense claim or original invoice
in order to be reimbursed for any expenses incurred.Expense claims and original
invoices must be submitted in the budget year the expense was incurred in accordance
with the financial reporting requirements of the Board.
2.8 Expense claims of individual board members and student trustees,directly related to
their roles as elected officials,shall be authorized for payment by the Chair of the Board
or designate.The General Manager of Board Services shall certify that the expense The
Chair of the Board,or designate,and the Manager of Board Services shall certify that
the individual trustee,student trustee,and Director of Education’s claims meet the
requirements of Board policy and authorize the payment of the claim.
2.9 If there is a dispute about the eligibility of an expense,a member may appeal the
decision through a Notice of Motion to the Audit Committee,outlining the issue,reasons
for the expense,and the basis for the appeal.
-2 -P.005.GOV
81
2.10 The Chief Financial Officer Associate Director of Business Operations shall certify the
Chair of the Board’s expense claim meets the requirements of Board policy and is
directly related to their role as an elected official,to the Director of Education,and the
Director of Education shall recommend for payment.
2.11 The Chair of the Board,or designate and the Director of Education,or designate shall
certify all expenses incurred under the Board Development Fund.
2.12 With the approval of the Board,any deficits resulting from expenditures which exceed
individual Board member allocation under this policy may be carried forward and
deducted from the individual trustee budget of the following school year.
Notwithstanding the above,in the last year of the term of office,the Board member shall
repay any deficit that remains.
2.13 The District shall provide budgets to board members to meet in-year expenses in
support of their elected responsibilities to the Board.Such budgets shall be utilized in
the year they are provided.In exceptional circumstances,Trustees may request to carry
forward unspent funds.Requests to carry forward unspent funds shall be submitted to
the Associate Director of Business Operations before 31 August in any year and
a)not exceed $2,500;
b)in writing,outline the exceptional rationale for the request;and
c)in an election year,be used before the end of the board member ’s term of office.
Student Trustees are not allowed to incur a deficit or to carry forward budget funds.
2.14 The Associate Director of Business Operations shall review and decide on appropriate
justification for carry forward requests and submit these requests at a fall Board meeting
for Trustee approval.
2.15 In the fall of each year,a report detailing the expenses charged against Board member
and student trustee accounts in the preceding fiscal year shall be filed with the Board in
open public session for each member of the Board,and for the Board Development
Fund.Such reports shall clearly identify the nature of the expenses and the total
amount spent.
2.16 Board members and student trustees shall be provided on request with such additional
office equipment (computer,printer)and office furnishings in accordance with Board
standards as may reasonably be required to enable them to carry out their normal
duties and responsibilities from a home office.
2.17 The costs of office equipment shall be funded centrally and not from the individual
Board member account,except that where the equipment exceeds the standard board
issue,the cost differential between the standard board issue and the equipment
requested will be funded through the individual budget allocation.
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82
2.18 Board members and student trustees shall be reimbursed at the approved mileage rate
of kilometrage for travel within the area of jurisdiction of the Ottawa-Carleton District
School Board to attend meetings of the Board or its committees or related activities,to
visit schools and/or to attend meetings with school councils,or to attend to similar
constituency affairs.Additional expenses associated with such travel shall also be
reimbursed within approved levels and in accordance with the relevant Board policies.
2.19 For the fiscal year in which a municipal election occurs,funding available for individual
Board members and for the Board Development Fund shall be pro-rated for the period
from 1 September to the end of the Board’s term of office,(14 November)and from the
beginning of the new Board’s term of office to 31 August of the following year (15
November);during the period from 1 September to the end of the Board’s term of office
(14 November),permissible expenditures by an incumbent Board member and
permissible expenditures from the Board Development Fund shall not exceed twenty
percent (20%)of the total of the annual budget allocation plus any carryforward from the
previous fiscal year.
2.20 Any furnishings and equipment provided under this policy remain the property of the
Board,to be returned at the end of the member’s or student trustee’s term or terms of
office.Board members may request to purchase such furnishings and/or equipment.If
their request is approved by the Director of Education they would be charged the fair
market value costs as determined by the Director of Education.
2.21 Board members and student trustees shall not use their individual budget allocations to
cover expenses such as legal fees,accounting fees,insurance premiums or other
administrative or professional fees or expenses for personal or business services
related to the business of the Board.
2.22 Any Board member or student trustee having specific accommodation needs to carry
out their duties may request to charge associated costs to meet those needs to the
Board’s central account.
2.23 No expenses related to a municipal or student election campaign or any electoral costs
shall be charged to any Board account.
2.24 Board members and student trustees shall not use their member budget to purchase,
donate,or gift items or services donate funds or gifts from their individual budget
allocations to community groups,charities,schools,school councils,political campaigns
or political parties purchased with funds from the annual budget allocations for their
positions to any organizations or individuals,including community groups,charities,
schools,school councils,students,student organizations,political campaigns or political
parties.
2.25 Board members and student trustees shall not use their budget allocation for
self-promotion.Self-promotion includes:
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83
a)advertising for personal financial gain;
b)the production and distribution of novelty items which contain the Board
member ’s name (e.g.,personalized pens,pencils,magnets,keychains,banners,
signs,plaques,balloons,etc.);and
c)public communications that contain only Board member identifiers or contact
information without any substantive information (e.g.,details about the operations
of the OCDSB,its programs,upcoming special events,new OCDSB initiatives).
Business cards and newsletters are not considered to be self-promotion.
2.26 The Director of Education is authorized to issue such procedures as may be necessary
to implement this policy.
3.0 APPENDICES
Appendix A:Policy Definitions
4.0 REFERENCE DOCUMENTS
Education Act,R.S.O.1998,§191.2
Ontario Regulation 7/07,§4
Broader Public Sector Expenses Directive
OCDSB Policy P.017.GOV Student Trustees
OCDSB Policy P.003.GOV Board Member And Student Trustee Professional Development
And Constituency Communications
OCDSB Policy P.039.FIN:Expense Policy
OCDSB Policy P.122.GOV Election Activities
OCDSB Procedure PR.529.FIN:Expense Procedure
OCDSB Procedure PR.503.GOV:Trustee Expenses for Professional Development,
Constituency Communications and Support Services
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84
APPENDIX A:POLICY DEFINITIONS
In this policy,
Board means the Board of Trustees of the Ottawa-Carleton District School Board.
Board Member means a member of the Board elected or appointed in accordance with the
Municipal Elections Act and the Education Act.
District means the Ottawa-Carleton District School Board (OCDSB).
Student trustee means an elected student representative to the Board.Student trustees are
elected by the Student Senate and Student Presidents’Council to represent the interests of
students on the Board.Student Trustees means the three elected student representatives to
the Board,including one Indigenous Student Trustee and two Student Trustees who represent
all pupils of the District.
Trustee means a member of the Board elected or appointed in accordance with the Ontario
Municipal Elections Act and the Ontario Education Act.
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85
POLICY P.005.GOV
TITLE:BOARD MEMBER AND STUDENT TRUSTEE EXPENSES AND
SUPPORT SERVICES
Date Authorized:30 January 1998
Last Revised:06 September 2022
Last Reviewed:06 September 2022
COMMITMENT TO INDIGENOUS, EQUITY, AND HUMAN RIGHTS
The Board recognizes its responsibility to ensure that OCDSB policies and procedures promote and
protect Indigenous, equity, and human rights and to seek to address and eliminate racism and
structural and systemic barriers for students, staff, and community.
1.0 RATIONALE
This policy was developed in support of legislative requirements under subsections 191.2 of
the Education Act which authorizes the Board to develop policies:
1.1 To provide Board members and student trustees with resources to enable them to fulfill
their corporate and constituency responsibilities.
1.2 To enable Board members and student trustees to claim reasonable expenses he/she
incurred while carrying out their duties as a member of the Board for such items as
professional development, communications, office supplies and services, hospitality and
business travel.
2.0 POLICY
2.1 Board members and student trustees shall be provided with reasonable levels of staff
support through Board Services for handling correspondence; preparing notices of
motions or recommendations to the Board and/or its committees; research into previous
Board discussions, positions or resolutions; making arrangements for travel on Board
business or for purposes of professional development; small-scale photocopying and
postal services; and any other reasonable support to enable them to carry out their
normal duties and responsibilities as Board members and student trustees.
a)Staff research in support of proposed notices of motions or recommendations is
limited to materials already on file, except as the Board may otherwise direct.
b)Surveys or communications to be distributed via students or staff shall only be
undertaken under approved procedures, and not on behalf of individual Board
members or student trustees.
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86
2.2 The Board shall set aside annually a budget allocation for each member of the Board
and student trustee to cover expenses incurred by the member while carrying out
his/her duties as a member of the Board. This amount shall be equal for each member
of the Board and student trustee.
2.3 Each Board member and student trustee shall have the discretion to use these funds to
cover the reasonable costs of professional development, constituency communications,
business travel, office supplies, business services and hospitality expenses incurred by
the member while carrying out his or her duties as an elected representative.
2.4 Costs incurred by a Board member or student trustee for mileage, taxi, parking and for
long distance shall be charged against a central account and not against the individual
Board member allocation.
2.5 Board members and student trustees who attend conferences, annual general
meetings, meetings of other organizations, etc., as appointed representatives on behalf
of the Board or representing the Board Chair shall have their expenses reimbursed
centrally and not charged against individual Board member or student trustee expense
allocations.
2.6 Where a trustee sits as a Director of OPSBA or where a student trustee sits as a
Director of OSTA-AECO, travel to a Director ’s meeting or to the Annual General
Meeting of OPSBA or OSTA-AECO will be considered as travel on official Board
business and not charged to the individual Board member or student trustee account.
2.7 Board members and student trustees must submit an expense claim or original invoice
in order to be reimbursed for any expenses incurred. Expense claims and original
invoices must be submitted in the budget year the expense was incurred in accordance
with the financial reporting requirements of the Board.
2.8 The Chair of the Board, or designate, and the Manager of Board Services shall certify
that the individual trustee, student trustee, and Director of Education’s expense claims
meet the requirements of board policy and authorize the payment of the claim.
2.9 If there is a dispute about the eligibility of an expense, a member may appeal the
decision through a Notice of Motion to the Audit Committee, outlining the issue, reasons
for the expense, and the basis for the appeal.
2.10 The Chief Financial Officer shall certify the Chair of the Board’s expense claim meets
the requirements of board policy to the Director of Education, and the Director of
Education shall recommend for payment.
2.11 The Chair of the Board, or designate and the Director of Education, or designate shall
certify all expenses incurred under the Board Development Fund.
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87
2.12 With the approval of the Board, any deficits resulting from expenditures which exceed
individual Board member allocation under this policy may be carried forward and
deducted from the individual trustee budget of the following school year.
Notwithstanding the above, in the last year of the term of office, the Board member shall
repay any deficit that remains.
2.13 The Board may authorize, before 31 August in any year, the carryforward of unspent
funds, not to exceed $2,500, in Board members’ individual accounts under this policy
upon submission of written requests from individual trustees outlining the rationale for
such carryforward, save that, in an election year, any such funds carried forward must
be used prior to the end of the Board’s term of office. Student trustees are not able to
incur a deficit and are not eligible to carry forward budget funds.
2.14 In the fall of each year, a report detailing the expenses charged against Board member
and student trustee accounts in the preceding fiscal year shall be filed with the Board in
open public session for each member of the Board, and for the Board Development
Fund. Such reports shall clearly identify the nature of the expenses and the total
amount spent.
2.15 Board members and student trustees shall be provided on request with such additional
office equipment (computer, printer) and office furnishings in accordance with Board
standards as may reasonably be required to enable them to carry out their normal
duties and responsibilities from a home office.
2.16 The costs of office equipment shall be funded centrally and not from the individual
Board member account, except that where the equipment exceeds the standard board
issue, the costs differential between the standard board issue and the equipment
requested will be funded through the individua budget allocation.
2.17 Board members and student trustees shall be reimbursed at the approved mileage rate
for travel within the area of jurisdiction of the Ottawa-Carleton District School Board to
attend meetings of the Board or its committees or related activities, to visit schools
and/or to attend meetings with school councils, or to attend to similar constituency
affairs. Additional expenses associated with such travel shall also be reimbursed within
approved levels and in accordance with the relevant Board policies.
2.18 For the fiscal year in which a municipal election occurs, funding available for individual
Board members and for the Board Development Fund shall be pro-rated for the period
from 1 September to the end of the Board’s term of office, (14 November) and from the
beginning of the new Board’s term of office to 31 August of the following year ( 15
November);
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88
2.19 Any furnishings and equipment provided under this policy remain the property of the
Board, to be returned at the end of the member ’s or student trustee’s term or terms of
office. Board members wishing to purchase such furnishings and/or equipment would
be charged the fair market value costs as determined by the Director of Education.
2.20 Board members and student trustees shall not use their individual budget allocations to
cover expenses such as legal fees, accounting fees, insurance premiums or other
administrative or professional fees or expenses for personal or business services
related to the business of the Board.
2.21 Any Board member or student trustee having specific accommodation needs to carry
out their duties may charge associated costs to meet those needs to the Board’s central
account.
2.22 No expenses related to a municipal or student election campaign or any electoral costs
shall be charged to any Board account.
2.23 Board members and student trustees shall not donate funds or gifts from their individual
budget allocations to community groups, charities, schools, school councils, political
campaigns or political parties.
2.24 The Director of Education is authorized to issue such procedures as may be necessary
to implement this policy.
3.0 APPENDICES
Appendix A: Policy Definitions
4.0 REFERENCE DOCUMENTS
Education Act , R.S.O. 1998, § 191.2
Ontario Regulation 7/07, § 4
OCDSB Policy P.017.GOV Student Trustees
OCDSB Policy P.003.GOV Board Member And Student Trustee Professional Development
And Constituency Communications
OCDSB Policy P.039.FIN: Expense Policy
OCDSB Procedure PR.529.FIN: Expense Procedure
OCDSB Procedure PR.503.GOV: Trustee Expenses for Professional Development,
Constituency Communications and Support Services
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89
Appendix A to Policy P.005.GOV
POLICY DEFINITIONS
Board means the Board of Trustees of the Ottawa-Carleton District School Board.
Board Member means a member of the Board elected or appointed in accordance with the
Municipal Elections Act and the Education Act.
District means the Ottawa-Carleton District School Board (OCDSB).
Student trustee means an elected student representative to the Board. Student trustees are
elected by the Student Senate and Student Presidents’ Council to represent the interests of
students on the Board.
Trustee means a member of the Board elected or appointed in accordance with the Ontario
Municipal Elections Act and the Ontario Education Act.
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90
91
Ad-Hoc Policy Review Committee 20 June 2024
Report No.24-072
UPDATE ON THE ADVISORY COMMITTEE ON EQUITY POLICY
REVIEW
Key Contact:
PURPOSE:
1.To update the Ad Hoc Policy Review Committee on the consultations for Policy
P.008.GOV Advisory Committee on Equity and seek to identify issues and
consider possible improvements to the policy.
STRATEGIC LINKS:
2.The revision of existing policies helps support the goals and objectives within the
2023-2027 Strategic Plan.Specifically,the policy review process aligns with good
governance practices under the Social Responsibility pillar and the OCDSB’s
commitment to the Indigenous,Human Rights and Equity Roadmap.
CONTEXT:
3.The Advisory Committee on Equity (ACE)was created to support the Board of
Trustees in fulfilling its commitment to fostering an equitable and inclusive
learning and working environment within the district.Since its inception it has
played a vital role in addressing equity-related challenges,advocating for
marginalized communities and driving systemic change.The policy that provides
the framework for the committee,Board Policy P.008.GOV Advisory Committee
on Equity (the policy)attached as Appendix A,was last reviewed in 2018 and
could benefit from some refinements to ensure its relevance and effectiveness in
meeting the evolving needs of our diverse student population and the community.
The review process to date has included several conversations with the
committee,a conversation with the ACE policy sub-committee as well as a public
consultation on the EngageOCDSB platform.A subsequent conversation with
ACE on the policy to collect their input was held during their 30 May 2024 ACE
meeting.The valuable feedback received from ACE,combined with insights from
the Ad Hoc Policy Review Committee,will be instrumental in shaping potential
policy amendments.
Report 24-072 Update on The Advisory Committee on Equity Policy Review 1
92
KEY CONSIDERATIONS:
4.Comparative Analysis
In order to inform potential changes to the existing policy,staff conducted a
comparative analysis with other school boards in Ontario,including Waterloo
Region,Toronto,York Region,Grand Erie,and Simcoe County District School
Boards.Overall the mission and vision of their equity committees are similar to
the OCDSB.One noteworthy difference in the OCDSB policy is the inclusion of a
specific and detailed list of organizations who can participate on the committee.
Other districts use language in their policies to support the inclusion of a broad
spectrum of community members representing marginalized communities.
Another difference worth noting is the term of office,which in some cases is
longer in duration than the OCDSB which allows for a four year term (if
reappointed).The contemplation of a longer term may be reflective of the
recognition of the time it takes to implement change.
5.ACE Policy Review Subcommittee
On 18 April 2024,a sub-committee of the Committee convened to discuss the
current policy and potential revisions.Key questions raised included the impact
of membership criteria on quorum challenges,how to center the voices of
parents and students,and the effects of a rotational committee model on
continuity and efficiency.The meeting also reviewed whether the existing voting
membership model,recommended by legal counsel,remains effective and
considered the potential shift to a consensus-based decision-making model.
The sub-committee identified new practices to be embedded in policy,such as
Indigenous land acknowledgements,grounding practices,and creating spaces
for community input.Discussions focused on balancing community engagement
with prioritizing member voices during meetings.There was a robust debate
regarding the representation of the Ottawa Police Service (OPS),with some
members advocating for a ban on police presence and others for representation.
Concerns were raised about an overrepresentation of trustees,administrators,
and teachers compared to parents and students,as well as the need for
increased LGBTQIA+and diverse community representation.
General notes highlighted various viewpoints,including critiques of the
Committee's "Colonial model"and the desire for more inclusive practices.
Members supported the idea of in-person meetings and suggested an ACE
policy retreat for focused policy work.Concerns were also expressed about the
underrepresentation of Jewish,Muslim,and Arab communities within the
Committee.Overall,the discussions reflected a commitment to improving
inclusivity and ensuring diverse voices are heard in the Committee's
decision-making processes.
6.ACE Policy Review -Current Policy and Practice
Report 24-072 Update on The Advisory Committee on Equity Policy Review 2
93
ACE was created by the Board through policy,and as the Board updates this
policy,it actively seeks input from the current committee to inform these changes.
Discussions on the policy at ACE demonstrate a strong commitment to the
committee,the importance of the work of the committee,an acknowledgement of
the evolution of the role of the committee,as well as the need for greater clarity
about the process for approval of policy changes.While there is a need for ACE
to continue discussions on potential policy changes,it is also important that the
Ad Hoc Policy Committee have an opportunity to discuss the policy,understand
the feedback received to date,and identify potential areas for further
consideration as part of the review process.
The following table provides an overview of the current practices outlined in the
ACE policy,along with potential areas for contemplation and revision.This
comparison aims to highlight specific aspects of the policy that may benefit from
updates or changes based on recent feedback and evolving needs within the
district.By examining these,the committee can better understand the existing
framework and identify opportunities for enhancing the committee's
effectiveness,inclusivity,and alignment with the district’s strategic initiatives and
community expectations.
TERMS OF REFERENCE
Current Policy and Practice Questions and Reflections to
Support Change
The formal role of the Advisory Committee on
Equity (ACE)includes:
●Providing strategic advice to support
equitable education access,student
well-being,and citizenship
development.
●Advising the Board on the review,
implementation,and monitoring of
policies,equity strategies,and
programs.
●Identifying and addressing systemic
barriers;
●Engaging parents and community
partners to help create and maintain a
safe and inclusive learning
environment.
●Advising the Board on budget
implications that impact equity and
inclusion commitments.
Do these roles and responsibilities
reflect the current reality of the work of
the committee?
What more could be added or clarified
to ensure that the role of the
committee and its members is clearly
defined and understood?
Report 24-072 Update on The Advisory Committee on Equity Policy Review 3
94
MEMBERSHIP
Current Policy and Practice Questions and Reflections to
Support Change
Community Membership
The policy allows for 7 voting members who
represent community organizations,agencies
or groups who are representative of
communities experiencing systemic barriers
and marginalization,with a focus on diversity,
equity,and inclusion.Membership should
include a variety of organizations that reflect
the district's demographic composition and
align with its equity and inclusive education
priorities.
The policy identifies:ACORN,Children’s Aid
Society,Coalition of Community Health and
Resource Centers of Ottawa,Family Services
Ottawa,Lebanese and Arab Social Services
Agency,Ottawa Chinese Community Service
Center,OCISO,OLIP,Ottawa Police Service,
Pathways to Education,Rainbow Alliance
arc-en-ciel,Somali Center For Family
Services,Wabano Centre for Aboriginal
Health,and Youth Services Bureau and
suggests that the list may be adjusted over
time to ensure it continues to represent the
diverse needs and priorities of the community.
However,the list has not been updated since
2018.
Only 4 community organizations are currently
active on the committee,only 1 of the 4 is an
organization specifically listed in the policy.
In other districts with similar
committees,specific organizations are
not listed.Instead,language could be
more general but support the inclusion
of a broad spectrum of community
members representing marginalized
communities.
What is the optimal number of
members to ensure diverse
representation while maintaining
efficiency and effectiveness in
decision-making processes?
What community organizations are
missing from this list?
How do we ensure other
underrepresented groups are
included?
Would there be value in developing
clear criteria and guidelines for
selecting community groups to ensure
comprehensive and inclusive
representation?
Recognizing quorum can sometimes
be a challenge -what is the optimal
number of members to ensure diverse
representation while maintaining
efficiency and effectiveness in
decision-making processes?
Individual Membership
The policy allows for 4 individual voting
members of the following identities:
creed-based,disability,Indigenous,
immigrants,2SLGBTQ+,and racialized
groups.
Having individual voting members can
be appropriate if these individuals
bring valuable perspectives and
experiences that contribute to the
committee's mission.Ensuring a
balance between organizational
representatives and individual
Report 24-072 Update on The Advisory Committee on Equity Policy Review 4
95
All of the individual members were appointed
through the 2019 membership campaign
process.Individual members have an
“alternate member”provision,that is not
contemplated within the policy.However,this
arrangement is available for community
organizations.
members can enhance the
committee's effectiveness.
The policy does not provide details on
the selection process for individual
members.Some consideration should
be given to the development of a
transparent and fair selection process
to ensure that individuals chosen to
serve on ACE represent the district's
diversity and have the necessary
expertise and commitment to equity.
Is it appropriate to have individual
voting members?
What directives should guide
recruitment and terms of office for
individual members who bring unique
perspectives and experiences to our
discussions and decision-making
processes?
Should the “alternate individual voting
member”approach be defined in the
policy?
What is the appropriate balance
between staff and non-staff members
within ACE to ensure that the
perspectives and interests of both
groups are adequately represented?
Non-Voting Membership
The non-voting members of ACE include
trustees,the Superintendent of Instruction,
and the Diversity and Equity Coordinator and
may include a student senator,2 federation
members and a member from a local
post-secondary institution.
The current membership composition
features a “member at a large”category of
non-voting representatives.This is not a part
of the policy at present.
The OCDSB Equity team has
increased significantly since 2018,
what should the staff compliment on
the committee look like?
How do we ensure a balance between
community,individual and staff
perspectives?
Should the “member at large”category
be defined in the policy?
Report 24-072 Update on The Advisory Committee on Equity Policy Review 5
96
OPERATIONAL ELEMENTS
Current Policy and Practice Questions and Reflections to
Support Change
Term of Office
Voting members of the Committee serve a
two-year term with a maximum of two
consecutive terms for individual members.
While community organizations or agencies
can serve multiple consecutive terms,their
representatives are also limited to two
consecutive terms.Non-voting members are
appointed annually.
The current membership complement has
been in place since 2019.
Is the two-year term the most effective
start date for the Committee's work
cycle?
Should the term limits for voting
members be extended or reduced to
ensure continuity and fresh
perspectives?
Appointment of Members
To address membership needs,a
Membership Sub-Committee will be formed
which includes the Chair,Vice Chair,and up
to three other members.This Sub-Committee
ensures a fair selection process for new
voting members and then recommends new
members to the Committee.
What improvements can be made to
the Membership process within the
policy to enhance transparency and
inclusivity?
Meetings
The Committee meets six or seven times
during the school year.The meeting must be
open and accessible to the public.Meetings
typically follow OCDSB By-Laws and
Standing Rules and members have been
using consensus for decision making.
All meetings have been held by Zoom since
the pandemic.Although public participation is
encouraged at the Chair's discretion,
meetings are held by invitation only.Only
those on the distribution list receive the
meeting link and can engage.
Are there other more equitable and
collaborative approaches to meeting
management the committee could
adopt?
Leadership
The Committee should elect a Chair and Vice
Chair from its eleven voting members.
Would it be advantageous to formally
integrate the co-chair structure into the
policy?
Report 24-072 Update on The Advisory Committee on Equity Policy Review 6
97
The committee operates with a co-chair
arrangement rather than the chair and vice
chair arrangement contemplated by the
policy.
RESOURCE IMPLICATIONS:
7.There are no resource implications to potential revisions to the ACE policy.
COMMUNICATION/CONSULTATION ISSUES:
8.The policy was shared on EngageOCDSB,and feedback from the community,
the ACE committee,and the Ad Hoc Policy Review Committee will be used to
inform a draft policy.The draft will be shared with all stakeholders in the fall,to
obtain approval by October 2024.
GUIDING QUESTIONS:
●Using the questions shared above,are there any additional considerations that
would help inform revisions to the ACE Policy?
Michèle Giroux
Executive Officer of Corporate Services
Pino Buffone
Director of Education and
Secretary of the Board
Report 24-072 Update on The Advisory Committee on Equity Policy Review 7
98
99
-1- P.008.GOV
POLICY P.008.GOV
TITLE: ADVISORY COMMITTEE ON EQUITY
Date issued: 30 January 1998
Revised: 24 April 2018
Authorization: Board 19 January 1998
1.0 OBJECTIVE
1.1 To establish an Advisory Committee on Equity (ACE) to advise the Board of Trustees in
fulfilling its commitment to provide an equitable and inclusive educational and work
environment which supports student achievement and well-being.
2.0 DEFINITIONS
2.1 Board means Board of Trustees.
2.2 Community Agencies or organizations mean entities focused on serving youth and
families with a diversity, equity, low income or inclusion lens.
2.3 Community groups or associations mean groups representative of communities that
experience systemic barriers and marginalization.
2.4 Creed means a religious or non-religious belief system that influences a person’s
identity, worldview and way of life. A creed:
(a) is sincerely, freely and deeply held;
(b) integrally linked to a person’s identity, self-definition and fulfillment;
(c) is a particular and comprehensive, overarching system of belief that governs
one’s conduct and practices;
(d) addresses ultimate questions of human existence, including ideas about life,
purpose, death, and the existence or non-existence of a Creator and/or a higher
or different order of existence; and
(e) has some “nexus” or connection to an organization that professes a shared
system of belief.
According to the Human Rights Code, creed includes the spiritual beliefs and practices
of indigenous cultures.
100
-2- P.008.GOV
2.5 Diversity refers to the presence of a wide range of human qualities and attributes within
a group, organization or society. The dimensions of diversity include, but are not limited
to, ancestry, culture, ethnicity, gender, gender identity, language, physical and
intellectual ability, race, creed, sex, sexual orientation, and socio-economic status.
2.6 District means the Ottawa-Carleton District School Board (OCDSB).
2.7 Equity goes beyond treating people the same and takes into account their individual
needs and differences.
2.8 Inclusive Education refers to education that is based on the principles of acceptance
and inclusion of all students. Students see themselves reflected in their curriculum, their
physical surroundings, and the broader environment in which diversity is honoured and
all individuals are respected.
2.9 LGBTQ2S+ means Lesbian, Gay, Bisexual, Transgender, Queer and Questioning, Two -
Spirit, and additional sexual and gender identities.
2.10 School Community refers to students, parents/guardians, trustees, staff, contractors
and service providers, volunteers and community members.
2.11 Systemic barriers are policies, practices or procedures that result in some people or
groups of people receiving unequal access and/or outcomes or being excluded.
3.0 POLICY
Terms of Reference
3.1 The Advisory Committee on Equity shall:
(a) provide strategic policy and program advice and/or recommendations on matters
of diversity which support equitable education access and outcomes, student
learning and well-being, and the development of citizenship;
(b) advise the Board of Trustees on the review, development, implementation, and
monitoring of all policies and its equity strategy and programs;
(c) advise the Board of Trustees on the identification and elimination of systemic
barriers to providing bias-aware education, including power dynamics,
discrimination and marginalization that may impact the lived experience of
members of the school community;
(d) liaise with community stakeholders by actively engaging parents and community
partners to help create and sustain a safe and inclusive learning environment;
and
(e) advise the Board on potential budget implications that may help or hinder its
commitment to foster equitable and inclusive education.
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4.0 SPECIFIC DIRECTIVES
Composition
4.1 The Committee shall be comprised of up to 19 members, including eleven (11) voting
members and up to eight (8) non-voting members.
4.2 The eleven (11) voting members shall include:
(a) four (4) individual members; and
(b) seven (7) community members representative of community organizations,
agencies, groups and/or associations.
4.3 The non-voting members shall include:
(a) up to two (2) Trustees as appointed by the Board of Trustees;
(b) one (1) Superintendent of Instruction or designate;
(c) one (1) Diversity & Equity Coordinator;
and may include:
(d) one (1) representative appointed by the Student Senate;
(e) one (1) representative appointed by Ottawa-Carleton Elementary Teachers’
Federation;
(f) one (1) representative appointed by Ontario Secondary School Teachers’
Federation; and
(g) one (1) representative of a local post-secondary institution.
4.4 Additional employees of the District may be invited to attend, participate, and act as a
resource to the Committee in a non-voting and non-membership capacity, as
determined on an as needed basis.
Membership Criteria
4.5 All applicants to the Committee shall have a strong interest in and commitment to
student achievement and well-being and have:
(a) knowledge and understanding of the link between equity and inclusive education;
(b) the ability to work effectively and collaboratively with representatives from various
communities who may have diverse opinions and perspectives;
(c) tact, diplomacy and a respect for others;
(d) an enthusiastic approach and ability to motivate and support others; and
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(e) the ability and willingness to attend meetings during the school year.
4.6 Every effort shall be made to ensure that the four (4) individual members are:
(a) parents/guardians with children enrolled in the OCDSB who represent the
diverse demographic composition of the District; and/or
(b) members of the following identities:
(i) Creed-based;
(ii) Disability (e.g., physical, mental, and learning disabilities);
(iii) First Nations, Métis or Inuit;
(iv) Immigrants and newcomers to Canada;
(v) LGBTQ2S+ ; and/or
(vi) Racialized Groups.
4.7 Community organizations, agencies, groups and/or associations seeking membership
on ACE shall be representative of communities experiencing systemic barriers and
marginalization, and have diversity, equity and inclusion-centered mandate. These may
include, but are not limited to the following:
(a) Association of Community Organizations for Reform Now (ACORN);
(b) Children’s Aid Society;
(c) Coalition of Community Health and Resource Centers of Ottawa;
(d) Family Services Ottawa;
(e) Lebanese and Arab Social Services Agency;
(f) Ottawa Chinese Community Service Center;
(g) Ottawa Community Immigrant Services Organization (OCISO);
(h) Ottawa Local Immigration Partnership (OLIP);
(i) Ottawa Police Service;
(j) Pathways to Education;
(k) Rainbow Alliance arc-en-ciel;
(l) Somali Center For Family Services;
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(m) Wabano Centre for Aboriginal Health ; and/or
(n) Youth Services Bureau.
This list may be changed or expanded to reflect the District’s demographic composition
and its equity and inclusive education priorities.
Term of Office
4.8 The term of office for a voting member of the Committee shall be two (2) years
beginning December 1.
4.9 Individual members may serve for no more than two (2) consecutive terms of office.
4.10 Community organizations or agencies may serve multiple consecutive terms but an
individual representative of the organization or agency may serve for no more than two
(2) consecutive terms of office.
4.11 Non-voting members are determined annually.
Appointment of Members
4.12 The Committee shall elect a Chair and a Vice Chair from amongst its eleven (11) voting
members.
4.13 ACE shall review its membership needs and as required create a Membership Sub-
Committee that includes the Chair and Vice-Chair, plus up to three (3) members, as
nominated by the Committee.
4.14 The Membership Sub-Committee shall ensure that the voting members are selected
using a fair and equitable process.
4.15 The Membership Sub-Committee shall,
(a) post a notice inviting applications for appointment of individual members;
(b) identify community agencies, organizations, groups or associations that meet the
criteria stipulated in section 4.7 of this policy and best meet the needs of the
Committee;
(c) invite identified community agencies, organizations, groups or associations to put
forward the names of a representative and an alternate; and
(d) submit a recommendation to the Committee for the appointment of new
members.
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Vacancies
4.16 A vacancy in the membership of the Committee does not prevent the Committee
from delivering on its mandate.
4.17 A member shall lose their seat if absent from three consecutive regular meetings of the
Committee without notice.
4.18 In the event that a voting member vacates their position during the appointed term, the
Committee may fill the position for the remainder of the term.
4.19 To replace a non-voting member, the Board, Student Senate or the District shall appoint
another individual to the position. Where the non-voting member is a Trustee, the Board
of Trustees shall make the appointment.
Roles and Responsibilities of Members
4.20 All members of the Committee shall:
(a) demonstrate a commitment to diversity, equity and inclusive education in the
work of the Committee and the District;
(b) attend and productively participate in Committee meetings;
(c) review all relevant material prior to the Committee meetings;
(d) participate in Committee and sub-committees work (as required);
(e) provide equity-focused input/feedback when they represent ACE at special
meetings of the Board, Ad-Hoc or Advisory Committees; and
(f) bring to the attention of the Committee any issues related to its mission a s
stipulated in provision 3.1 of this policy.
4.21 In addition to the above, community agencies, organizations, groups and/or
associations, and the student senator shall act as a liaison between ACE and their
respective community groups or organizations.
4.22 Community agencies, organizations, groups and/or associations with membership on
the Committee shall appoint a representative and an alternate to replace the named
representative if the representative is unable to attend a meeting. Temporary
substitution of a representative by a duly authorized alternate during the course of a
meeting shall be allowed.
4.23 The Chair shall:
(a) plan the agenda in consultation with the Superintendent;
(b) preside over the Committee meetings;
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(c) act as a spokesperson and representative for the Committee in communicating
with the Director of Education, Board of Trustees and the public;
(d) review the minutes before they are circulated to members; and
(e) share information and reports received from various stakeholders with the
District, e.g., community organizations, individuals representing affected groups,
etc.
4.24 The Vice Chair shall assume the roles and responsibilities of the Chair in the event of
their absence.
4.25 The Secretary shall:
(a) keep and maintain all records and property of the Committee including but not
limited to records of minutes and reports of the Committee;
(b) distribute Agendas and Minutes of all meetings to Board Services and committee
members at least five (5) business days prior to the next meeting; and
(c) ensure the minutes are provided to Board Services for distribution to the Board of
Trustees and for posting on the District website.
Meetings
4.26 The Committee shall meet at least six (6) times in each school year.
4.27 All meetings of the Committee will be open to the public and be held at a location that is
accessible to the public.
4.28 The Committee shall welcome and encourage the participation of the public at the
discretion of the Chair.
4.29 The rules of order for the conduct of meetings shall be consistent with the OCDSB By-
Laws and Standing Rules.
4.30 A notice of each regular meeting shall be provided to all members of the Committee at
least five (5) days before the meeting.
4.31 A member who participates in a meeting by electronic means is considered to be
present at the meeting and will be recorded in the attendance for the meeting.
Quorum
4.32 A meeting of the Committee achieves quorum when a majority of voting members are
present. Majority is defined as fifty (50) percent plus one (1).
Voting
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4.33 Each voting member is entitled to one (1) vote.
4.34 Non-voting members of the Committee shall have all the rights and obligations of voting
members except for moving, seconding and voting on a motion, and counting for
quorum.
Sub-committees
4.35 The Committee may establish sub-committees as it deems appropriate to the
achievement of its mandate. Sub-committees may include voting and non-voting
members and non-members.
Reporting
4.36 The Committee shall provide an annual report to the Board of Trustees which
summarizes its activities and achievements during the past year and its plans for the
upcoming year.
4.37 The Director of Education shall have the authority to establish procedures that are
consistent with this policy.
5.0 REFERENCE DOCUMENTS
The Education Act, 1998, section 8.1 (29.1)
Ontario Human Rights Commission Policy on Preventing Discrimination Based on Creed, 2015
Ontario’s Equity Action Plan , 2017
Policy/Program Memorandum No. 119, “Developing and Implementing Equity and Inclusive
Education Policies in Ontario Schools”, June 24, 2009
Realizing the Promise of Diversity: Ontario’s Equity and Inclusive Education Strategy, 2009
OCDSB By-Laws and Standing Rules
Board Policy: P.001.GOV: Policy Development and Management
Board Policy P.010.GOV: Community Involvement on Board Standing Committees
Board Policy P.018.GOV: Electronic Meetings of the Board and Committees
Board Policy P.048.GOV: Board Guiding Principles
Board Policy P.065: Advisory Committees to the Board
Board Policy P.086.CUR Religious Accommodation
Board Policy P.098.CUR: Equity and Inclusive Education
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