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HomeMy WebLinkAbout11 Human Resources Report 3 2 Apr 2002OTTAWA - CARLETON DISTRICT SCHOOL BOARD REPORT NO. 3, HUMAN RESOURCES COMMITTEE TO: Board of Education DATE: 2 April 2002 A meeting of the Human Resources Committee was held this evening in the Trustees' Committee Room, 133 Greenbank Road, Nepean, commencing at 7:30 pm with Trustee Lynn Scott as Acting Chair and the following in attendance: MEMBERS: Trustees Lynn Graham, Jim Libbey, and Sheryl MacDonald (by phone) ALSO PRESENT: Trustees David Moen and Joan Spice STAFF: Bonnie Viney, Superintendent of Human Resources & Business & Learning Technologies Dan Mason, Superintendent of Educational Programs and Services Judith Hoye, Superintendent of Schools Janet Beer, Labour Relations Officer Margaret Dempsey, Principal of Staff Development Bill McNeely, Human Resources Officer Brenda Cooper, Committee Coordinator NON - VOTING REPRESENTATIVES: George Jamieson, Ottawa - Carleton Elementary Administrators' Association Mike Hadskis, Ottawa- Carleton Elementary Teachers' Federation Tony Pearson, Ontario Secondary School Teachers' Federation (Teachers) ALSO PRESENT: Lisa Falls and David Wildman, Ottawa - Carleton Elementary Teachers Federation Approval of the Agenda On a motion by Trustee Graham, the agenda was approved as presented. 2. Public Question Period There were no questions from the public. Presentations re Professional Learning Program Issues At the invitation of the Chair of the Human Resources Committee, representatives from the Ottawa - Carleton Elementary Teachers' Federation (OCETF) and Ontario Secondary School Teachers' Federation (OSSTF) were in attendance to report on the federations' positions on the Professional Learning Program (PLP). The PLP, which is mandated by the Province of Ontario and administered by the College of Teachers (COT), requires that teachers take courses throughout their careers to continually update their knowledge and skills. All certified teachers in Ontario must complete fourteen mandatory PLP courses over each five -year cycle from a selection of seven core courses and seven elective courses, from a list of courses approved by the Ontario College of Teachers. The core categories are special education, the use of technology in the classroom, curriculum, student assessment, teaching strategies, communicating with parents and students, and classroom management and leadership. Human Resources Committee - 1 - 2 April 2002 F� The federation representatives distributed material pertaining to their stance on the Professional Learning Program including a joint memorandum to the Human Resources Committee, from the presidents of the Ottawa - Carleton Elementary Teachers Federation and the Ontario Secondary School Teachers' Federation. Lisa Falls of OCETF reviewed the requirements of the Professional Learning Program, noting that it amounts to government- imposed compulsory professional development for teachers. The first group of 40,000 teachers received letters last fall advising them that they must complete the requirements of the first cycle by 2006, or risk suspension of their teaching certificates. The teachers' federations do not support the program because it is not linked to curriculum work, will not ensure improvements in student achievement, and does not take into account individual teacher's professional development needs. The federations also object to paying the cost of the program, both through course and College of Teachers' fees. Administering the program will create another layer of bureaucracy. The College of Teachers has announced the need for a $10 million budget and for 110 staff to run the program. Ms Falls briefly reviewed a booklet from the Elementary Teachers' Federation of Ontario (ETFO), regarding an alternative accountability model. The model proposes professional development for teachers based on teachers' professional growth plans created in tandem with school action plans designed to improve students' development and academic achievement. ETFO proposes that in support of school action plans, there be three additional days for board -based professional development. Ms Falls drew attention to the joint memo to the Human Resources Committee from David Wildman and Tony Pearson, in which they expressed disappointment that the OCDSB has become one of the providers of PLP courses, and urged the Board to stop its collaboration with the province regarding recertification. She also drew attention to the letters from 2,500 OCETF teachers which have been sent to the Director with a cover letter and copies to the College of Teachers registrar and the Minister of Education. The letters outline the teachers' refusal to participate in the recertification program, and provide direction that none of their records pertaining to any PLP program be submitted to the COT. Tony Pearson of OSSTF reported that he agreed with the points made by Lisa Falls, and added that the PLP is a 'bad" program and anti- teacher. He also pointed out that the program rejects the existing professional development programs which were endorsed by the College of Teachers and by all the Ontario teachers' federations. Mr. Pearson suggested that if the provincial government were truly interested in professional development, it would have maintained the secondary school tradition of mentors /leaders in curriculum, classroom management, etc., i.e., department heads. He expressed conviction that the program, which has been called redundant by OISE and overwhelmingly rejected by teachers, will not last in its present form. To express their concern, teachers from across the province will be avoiding PLP courses or if they take the courses, not participate in the program (assessment, registration with the College, etc.). Mr. Pearson questioned how the program would work if teachers do not cooperate. Human Kesources Committee - 2 - 2 April 2002 David Wildman of OCETF urged that the Board reconsider its position on the Professional Learning Program, and stressed that the majority of the professional development activities undertaken by teachers are not related to the program. Approximately 97% of teachers have instructed the federations to oppose the program and to not comply, and during visits to schools he has been urged to keep up the campaign against the PLP. He suggested that there be no OCDSB cooperation until the province is prepared to partake in meaningful negotiations with the provincial affiliates, or if courses are to be offered, the COT and the Minister not be informed of the teachers participating. 4. Professional Learning Program Your Committee had before it for information a staff report regarding the OCDSB's response to the Professional Learning Program. Margaret Dempsey, Principal of Staff Development, reviewed the staff report, noting that the Board has interim provider status. She went over the core courses and the standards for elective courses, noting that all courses must include an assessment component. The eight courses submitted by the Board to the College have been approved as PLP courses. These include both the principal and vice - principal intern programs, each of which can earn two credits. She noted that courses of more than five hours count for two credits. Ms Dempsey reported that two of the recent PLP course offerings in the special education and curriculum areas had to be cancelled due to low enrolment. Registrants in OCDSB PLP courses may indicate on their registration forms whether or not they wish to have their results submitted to the College of Teachers. They may also indicate whether or not they wish to participate in the assessment component. Records will be kept for eight years. OCDSB staff are being trained in the development of e- learning courses for PLP, in a program spearheaded by the Toronto District School Board and the Educational Computing Network of Ontario (ECNO). Superintendent Mason reported that staff are very respectful of the federations' position on the Professional Learning Program. The executive team held a lively debate on the issue, but it was decided in the end that the OCDSB has a responsibility to provide teachers with the opportunity to participate in the program, and to meet teachers' needs at an accessible price. If the program were left to the faculties of education, the cost would be. very high. Dr. Mason remarked that the province needs to resolve this issue. In response to a question, he stated that the federations have traditionally offered a very high calibre professional development program. Lisa Falls reported that this year the Ministry of Education will not be providing the Ontario Teachers' Federation with its usual funding for the summer institutes at various centres of excellence, including the OCDSB. Superintendent Mason reported that he believes three boards withdrew their applications for provider status, while Tony Pearson added that some school boards never applied, and some are keeping their provider status but not offering courses. The only subject association with provider status is German language. Human Resources Committee - 3 - 2 April 2002 1o. Mr. Pearson pointed out that teachers want the excellent professional development oppor- tunities offered by the Board, but not courses offered as part of a provincially- imposed program with which they strongly disagree. Dave Wildman noted that when workshops are offered, they are often oversubscribed within an hour. It is not surprising, therefore, that teachers feel insulted at the province's implication that they are not interested in professional development. As part of Supervision for Growth, teachers have an annual professional growth plan, and are encouraged to keep a professional development portfolio. A trustee suggested that there be a central database to track teachers' professional development. David Wildman indicated that central monitoring/ tracking of PD might be perceived as a link recertification process. He emphasized that teachers pursue PD opportunities because it fits their needs and /or interests, and not because it "counts ". He suggested that if the Board remains a PLP provider, it would be important that it not reduce its other offerings. Mentoring for Administrative and Support Sta ff Your Committee had before it for information a staff report describing the implementation of a mentoring program for administrative and support (A &S) staff. Principal Dempsey reported that it was a pleasure to work with Judi Marshall and the steering committee for this program. Four training sessions have been held for the A &S mentors since May 2001. As a result, 110 proteges (new hires) have been matched with 49 mentors. The program is publicized through the Staff Development conference on BEAM, a newsletter posted to the A &S folder, and with a flyer given to each new staff member. The participants, both mentors and proteges, are being invited to a celebration and discussion on 5 June 2002. Feedback from this session will be incorporated into future plans. There are plans during the coming year to more closely align the teaching and administrative and support mentoring programs, and it is hoped that every school and workplace will soon have a mentoring leader. Tony Pearson extended congratulations for expanding the excellent mentoring program to include support staff, and described it as a worthy OCDSB initiative. Trustee Scott requested that in future, brochures such as the one for the mentoring program, be dated, and thanked Staff Development for their hard work on the program. New Business There was no new business. The Committee went into the in camera session at 9:00 pm, and the meeting later adjourned at 10:45 pm. Lynn Scott, Acting Chair Human Resources Committee BLC:cb HRC- 020402 Human Kesources Committee - 4 - 2 April 2002 P]