Presentation on theme: "Preparing for the Future not the Past"— Presentation transcript:
1Preparing for the Future not the Past Abstract: The Ottawa Carleton District School Board has embarked on a journey to lead the way to align, integrate and measure diversity and equity in its well-being, engagement, leadership and learning district priorities. The District sought to better understand key diversity drivers such as an aging population, immigration, an increasing Aboriginal population, changing social dynamics such as family structures, globalization and technology that are forcing organizations to prepare for the future and not the past. As a result, through creative and courageous leadership, the District conducted an Employment Systems Review, a Workforce Census and a Student Survey, and developed a mutli-stakeholder Diversity and Inclusion Taskforce to gather relevant information to get to know its staff, students, communities served, and key practices within its organizational culture that may impact and influence its capacity to fulfill its mission – educating for success, inspiring learning and building citizenship.Walter Piovesan, Associate DirectorMarianne Harvey, Principal, Rockliffe Public SchoolOttawa-Carleton District School Board
2Telling Our Story… Canada’s national capital Population affluent & well-educatedBilingual and biculturalpopulation 898,1501.2 million people in Ottawa-Gatineau4th largest urban area (after Toronto, Montreal and Vancouver)
3Telling Our Story…Population younger and healthier than the national average22.3% of Ottawa’s population born elsewhereVisible minorities account for 1/5 of the population of the city
4Telling Our Story… The other part of the story….. 30% of female-led single parent families living in poverty1 in 5 children living in poverty12.5% seniors living below thepoverty level9,692 people waiting for social housing
5Telling our story… Lower incomes for newcomers Unemployment rates of recent immigrants higherLargest % of employed people using food banksNeighbourhoods stigmatized by poverty
6Ottawa- Carleton District School Board Largest of 4 school boards with 72,528 students (47,513 elementary students and 25,015 secondary students)148 schools (117 elementary, 25 high schools, 5 alternate, 1 adult)2, FTE elementary teachers; 1, FTE secondary teachers242 Principals/Vice-Principals2,072 administrative and support staff of whom 1,830 work in schools
8A Community of Character So, how are we preparing to serve the students of the future not of the past? Our community of Character, Cultural Proficiency and Emotional intelligence focus are key tools that are helping us to do so.The foundation of our equity and inclusive education work is our community of character. It is our common ground.
9Share your perceptions: How do you think your partner would respond? Country of family origin and heritageLanguages spokenInterests or hobbiesFavorite foodsPreferred types of movies, tv programsPreferred types of musicPets, if any, or favorite animals
10The Ladder of Inference We live in a world of self-generating beliefs that are largely untested. We adopt those beliefs because they are based on conclusions, which are inferred from what we observe, plus our past experiences. Our ability to achieve the results we truly desire is eroded by our feeling that:Our beliefs are true.The truth is obvious.Our beliefs are based on real data.The data we select are the real data.”Schools that Learn, Senge et al
12Moving up the Ladder of Inference is quick and automatic so… We have to slow downand ask the questions that will allow us totest our assumptions for accuracy
13Otherwise we end up in a reflexive loop… Where the beliefs that we adopt actually determine what data we select for consideration. We end up paying attention to the data that support our beliefs and ignore those that contradict them.
15The Golden Circle “People don’t buy what you do. People buy why you do it.”Simon SinekWhatHowWhy
16Our Focus: Learning, Leadership, Community Why do we do what we do?Safe:Physical, EmotionalEnvironmentAccepted:IncludedLikedNeededPaid attention toRespected:UnderstoodTreated FairlyDignityValued:AppreciatedFeeling HeardWorthyRecognizedPraisedPower:ControlChoiceA Voice (has a say)Able to ActContext\A ReasonIrrespective of the growing diversity within our schools, research tells us that…Our Focus: Learning, Leadership, Community
17What does LEADERSHIP mean at the OCDSB? Leadership is embodied by people who are able toinfluence those around them in a positive way. Our leadersare energetic, empathetic, motivated, trustworthy,knowledgeable, and great communicators. Our leadersshare a common vision in their commitment to allstudents. Our leaders understand that their role is one ofsupport. They lead by example, they seek input, and theylisten. As an organization, we encourage and foster thesequalities. In challenging and prosperous times, we aredefined by the relationships we build.
18CultureCulture is a problem-solving resource we need to draw on, not a problem to be solved.Terry Cross
19Problem Solving versus Appreciative Inquiry Inquire– appreciating the best of what is– determine affirmative topic of inquiryImagine– what might be– dialogue on possibilities-- create and validate visionsInnovate– what should be– set new strategic directions– align standards, systems, and processes with visionsImplement– navigate the change– implement innovation– set organizational compass, monitor progress, evaluate resultsFelt need to identify problemsAnalysis of causeAnalysis of possible solutionsAction planning (treatment)Organization is a problem to be solved
20Employment Systems Review The ESR “tested” the inclusiveness ofpolicies and practices by focusing primarily ongroups that have been historically excluded fromCanadian workplaces: women, members ofvisible minorities, Aboriginal Peoples, peoplewith disabilities, members of religiousminorities (in Canada), people who identify as gay,lesbian, bisexual and transgender (GLBT) andnew Canadians.We also wanted to know were there any systemic issues with our HR practices.
21ESR Findings & Recommendations In general, OCDSB policies, procedures and practices support equity and inclusion20 recommendations offered to make human resource practices more inclusive and equitable:expand recruitment/outreach beyond traditional sources;embed cultural competency in selection, promotion and performance evaluation processes;continue/expand training (cultural competency, respectful workplace, harassment, developing culturally competent/proficient leaders);exit interviews
22representation of diverse talent pool in the Ottawa region In April 2010, the OCDSB conducted a district wide workforce census to:Create a workforce profile of who we are as an organization (in particular to know the unique and diverse characteristics that make us who we are)Understand our capacity to serve an increasingly diverse student and parent populationEngage employees to let us know their specific needs which may inform training and development opportunities, policies and proceduresWhy did we do this…demographic (aging population, rise in Aboriginal population, immigration) and socio-economic factors (family dynamics), globalization and technology are key drivers influencing and impacting changing needs in organizationsrepresentation of diverse talent pool in the Ottawa regionpotential areas of competition for talent due to factors such as immigration, globalization and technologyBoard’s commitment to know how these and other trends are impacting our workforce and student populations
23The OCDSB Employee Story Highly educated and skilled workforceCommitted to working long hours and to on-going learning and professional developmentBalancing work and family commitmentsGenerous with time within and outside OCDSBMajority are marriedMajority are femaleMajority have a religious or spiritual affiliationRepresent three generationsRepresent more than 100 ethnic and cultural groupsSpeak more than 80 languagesIn summary, this is who our respondents say that we are.
24Workforce Census - Retirement Potential Succession Planning17% respondents eligible to retire within 5 years16% respondents eligible to retire within 6 – 10 years33% respondents eligible to retire within 11–20 yearsKey organizational roles that may be impacted by potential retirements:Principals 74%Managers/Supervisors/Senior Staff 66%Vice Principals 50%Central Admin/Professional Support 49%Clerical Support Staff 47%
25April 18th – May 20th, 2011Why a survey? • we believe a comprehensive demographic survey will giveus a better understanding of our student population andwill help us to better meet student needs • we are required to complete a bi-annual school climatesurvey; and • we are required to complete an Aboriginal self-id survey“There is an increasing body of research showing that students who feel connected to school – to teachers, to other students, and to the school itself – do better academically. Ontario's Equity and Inclusive Education Strategy, 2009, p.12There is also supporting research that speaks to the sense of belonging, hence our slogan for the survey – I belong…We belong…Estimated Response Rate: Grades %Estimated Response Rate: jk %Estimated Response Rate jk %Good market rate - 32%
26What will we do with the information? Six Levels of Analysis:Phase I: District Wide Demographics Report on Student SurveyPhase II: Aboriginal Self-Identification Summary ReportPhase III: School Level Demographic Reports on Student SurveyPhase IV: Sub-group Student Group Population AnalysisPhase V: Thematic Research AnalysisPhase VI: Research Arising out of the Survey Data
27The Story of our Survey Respondents Most enjoy schoolMost feel they belongMost find school a friendly and welcoming placeMany have experienced bullying and harassmentMajority plan to attend universityMajority were born in OttawaMajority have a religious or spiritual affiliationRepresent more than 150 ethnic and cultural groupsSpeak more than 150 languages
28GenderWorkforce CensusStudent Survey(JK-6)StudentSurvey(7-12)City of OttawaMale26.8%54.9%48.848.4%Female73.2%45.9%49.651.6%Transgender<.09%N.A.4%
30Workforce CensusStudent Survey(JK-6)(7-12)City of OttawaFirst Nation1.3%2.2%4.1%0.8%Metis1.0%1.1%0.6%Inuit0.1%0.2%0.3%
31RacializedWorkforce CensusStudent Survey(JK-6)(7-12)City of Ottawa7.7%41.4%44.5%20.2%
32OBTAIN STUDENT FEEDBACK FROM TTFM, other dataMAKE A PLANENGAGE STAFF, STUDENTS, PARENTS& COMMUNITY IN THE PROCESSBUILDING SAFER andINCLUSIVE SCHOOLSCARRY OUT PLANINVOLVE STAFF, PARENTS, STUDENTSCOMMUNICATE PLANACKNOWLEDGESTUDENT VOICE
36Intercultural Development Inventory (IDI) A valid and reliable assessment of intercultural competenceIDI individual and organizational profiles help reflect on experiences around cultural differences and similarities
38Intercultural Conflict Style Inventory Describes preferred approach or style for resolving conflict.Not a cultural identity measureReflects your learned patterns for dealing with disagreements and expressing emotions under conflict conditions
40Cultural Patterns across Conflict Styles Engagement StyleNorth American (United States, African American)Europe (France, Greece, Italy, Spain)Central & Latin America (Cuba, Puerto Rico)Asia (Russia)Middle East (Isreal)Discussion StyleNorth America (United States, Canada)Europe (Great Britain, Sweden, Norway, Denmark, Germany)Asia (Australia, New Zealand)Latin AmericaIndiaAfricaNative AmericanAccommodation StyleNorth America (Native American)Latin America (Mexico, Costa Rica, Peru)Asia(China, Japan, Thailand, Indonesia, Malaysia)Dynamic StyleArab Middle East(Kuwait, Eygpt, Saudi Arabia, Lebanon)Asia (Pakistan)
41Our Focus: Learning, Leadership, Community “IF YOU DON’T LIKE SOMETHINGCHANGE IT; IF YOU CAN’T CHANGE IT,CHANGE THE WAY YOU THINK ABOUTIT.Mary EnglbrietOur Focus: Learning, Leadership, Community
43My friends, love is better than anger. Hope is better than fear My friends, love is better than anger. Hope is better than fear. Optimism is better than despair. So let us be Loving, Hopeful and Optimistic and we’ll change the world.Jack Layton