1. Preparing 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 Director
Marianne Harvey, Principal, Rockliffe Public School
Ottawa-Carleton District School Board

2. Telling Our Story… Canada’s national capital
Population affluent & well-educated
Bilingual and bicultural
population 898,150
1.2 million people in Ottawa-Gatineau
4th largest urban area (after Toronto, Montreal and Vancouver)

3. Telling Our Story…
Population younger and healthier than the national average
22.3% of Ottawa’s population born elsewhere
Visible minorities account for 1/5 of the population of the city

4. Telling Our Story… The other part of the story…..
30% of female-led single parent families living in poverty
1 in 5 children living in poverty
12.5% seniors living below the
poverty level
9,692 people waiting for social housing

5. Telling our story… Lower incomes for newcomers
Unemployment rates of recent immigrants higher
Largest % of employed people using food banks
Neighbourhoods stigmatized by poverty

6. Ottawa- 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 teachers
242 Principals/Vice-Principals
2,072 administrative and support staff of whom 1,830 work in schools

8. A 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.

9. Share your perceptions: How do you think your partner would respond?
Country of family origin and heritage
Languages spoken
Interests or hobbies
Favorite foods
Preferred types of movies, tv programs
Preferred types of music
Pets, if any, or favorite animals

10. The 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

11. Ladder of Inference

12. Moving up the Ladder of Inference is quick and automatic so…
We have to slow down
and ask the questions that will allow us to
test our assumptions for accuracy

13. Otherwise 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.

15. The Golden Circle “People don’t buy what you do. People
buy why you do it.”
Simon Sinek
What
How
Why

16. Our Focus: Learning, Leadership, Community
Why do we do what we do?
Safe:
Physical, Emotional
Environment
Accepted:
Included
Liked
Needed
Paid attention to
Respected:
Understood
Treated Fairly
Dignity
Valued:
Appreciated
Feeling Heard
Worthy
Recognized
Praised
Power:
Control
Choice
A Voice (has a say)
Able to Act
Context\A Reason
Irrespective of the growing diversity within our schools, research tells us that…
Our Focus: Learning, Leadership, Community

17. What does LEADERSHIP mean at the OCDSB?
Leadership is embodied by people who are able to
influence those around them in a positive way. Our leaders
are energetic, empathetic, motivated, trustworthy,
knowledgeable, and great communicators. Our leaders
share a common vision in their commitment to all
students.  Our leaders understand that their role is one of
support.  They lead by example, they seek input, and they
listen. As an organization, we encourage and foster these
qualities. In challenging and prosperous times, we are
defined by the relationships we build.

18. Culture
Culture is a problem-solving resource we need to draw on, not a problem to be solved.
Terry Cross

19. Problem Solving versus Appreciative Inquiry
Inquire
– appreciating the best of what is
– determine affirmative topic of inquiry
Imagine
– what might be
– dialogue on possibilities
-- create and validate visions
Innovate
– what should be
– set new strategic directions
– align standards, systems, and processes with visions
Implement
– navigate the change
– implement innovation
– set organizational compass, monitor progress, evaluate results
Felt need to identify problems
Analysis of cause
Analysis of possible solutions
Action planning (treatment)
Organization is a problem to be solved

20. Employment Systems Review
The ESR “tested” the inclusiveness of
policies and practices by focusing primarily on
groups that have been historically excluded from
Canadian workplaces: women, members of
visible minorities, Aboriginal Peoples, people
with disabilities, members of religious
minorities (in Canada), people who identify as gay,
lesbian, bisexual and transgender (GLBT) and
new Canadians.
We also wanted to know were there any systemic issues with our HR practices.

21. ESR Findings & Recommendations
In general, OCDSB policies, procedures and practices support equity and inclusion
20 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

22. representation 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 population
Engage employees to let us know their specific needs which may inform training and development opportunities, policies and procedures
Why 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 organizations
representation of diverse talent pool in the Ottawa region
potential areas of competition for talent due to factors such as immigration, globalization and technology
Board’s commitment to know how these and other trends are impacting our workforce and student populations

23. The OCDSB Employee Story
Highly educated and skilled workforce
Committed to working long hours and to on-going learning and professional development
Balancing work and family commitments
Generous with time within and outside OCDSB
Majority are married
Majority are female
Majority have a religious or spiritual affiliation
Represent three generations
Represent more than 100 ethnic and cultural groups
Speak more than 80 languages
In summary, this is who our respondents say that we are.

24. Workforce Census - Retirement Potential
Succession Planning
17% respondents eligible to retire within 5 years
16% respondents eligible to retire within 6 – 10 years
33% respondents eligible to retire within 11–20 years
Key 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%

25. April 18th – May 20th, 2011
Why a survey? • we believe a comprehensive demographic survey will give
us a better understanding of our student population and
will help us to better meet student needs • we are required to complete a bi-annual school climate
survey; 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.12
There 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%

26. What will we do with the information?
Six Levels of Analysis:
Phase I: District Wide Demographics Report on Student Survey
Phase II: Aboriginal Self-Identification Summary Report
Phase III: School Level Demographic Reports on Student Survey
Phase IV: Sub-group Student Group Population Analysis
Phase V: Thematic Research Analysis
Phase VI: Research Arising out of the Survey Data

27. The Story of our Survey Respondents
Most enjoy school
Most feel they belong
Most find school a friendly and welcoming place
Many have experienced bullying and harassment
Majority plan to attend university
Majority were born in Ottawa
Majority have a religious or spiritual affiliation
Represent more than 150 ethnic and cultural groups
Speak more than 150 languages

28. Gender
Workforce Census
Student Survey
(JK-6)
Student
Survey
(7-12)
City of Ottawa
Male
26.8%
54.9%
48.8
48.4%
Female
73.2%
45.9%
49.6
51.6%
Transgender
<.09%
N.A
.4%

29. 87.9% 95.7% Bisexual 3.5% 2.1% Lesbian 0.5% 0.9% Gay Queer N.A
Orientation
Student
Survey
(7-12)
Workforce Census
Heterosexual
87.9%
95.7%
Bisexual
3.5%
2.1%
Lesbian
0.5%
0.9%
Gay
Queer
N.A
Questioning
1.7%
0.3%
Transexual
0.1%
Two-Spirited
0.2%

30. Workforce Census
Student Survey
(JK-6)
(7-12)
City of Ottawa
First Nation
1.3%
2.2%
4.1%
0.8%
Metis
1.0%
1.1%
0.6%
Inuit
0.1%
0.2%
0.3%

31. Racialized
Workforce Census
Student Survey
(JK-6)
(7-12)
City of Ottawa
7.7%
41.4%
44.5%
20.2%

32. OBTAIN STUDENT FEEDBACK
FROM TTFM, other data
MAKE A PLAN
ENGAGE STAFF, STUDENTS, PARENTS
& COMMUNITY IN THE PROCESS
BUILDING SAFER and
INCLUSIVE SCHOOLS
CARRY OUT PLAN
INVOLVE STAFF, PARENTS, STUDENTS
COMMUNICATE PLAN
ACKNOWLEDGE
STUDENT VOICE

33. Tell Them From Me

34. Tell Them From Me Con’t

36. Intercultural Development Inventory (IDI)
A valid and reliable assessment of intercultural competence
IDI individual and organizational profiles help reflect on experiences around cultural differences and similarities

38. Intercultural Conflict Style Inventory
Describes preferred approach or style for resolving conflict.
Not a cultural identity measure
Reflects your learned patterns for dealing with disagreements and expressing emotions under conflict conditions

39. Four Cross-cultural Conflict Styles
Discussion
Direct
Emotional Restraint
Engagement
Direct
Emotional Expressiveness
Accommodation
Indirect
Emotional Restraint
Dynamic
Indirect
Emotional Expressiveness

40. Cultural Patterns across Conflict Styles
Engagement Style
North American (United States, African American)
Europe (France, Greece, Italy, Spain)
Central & Latin America (Cuba, Puerto Rico)
Asia (Russia)
Middle East (Isreal)
Discussion Style
North America (United States, Canada)
Europe (Great Britain, Sweden, Norway, Denmark, Germany)
Asia (Australia, New Zealand)
Latin America
India
Africa
Native American
Accommodation Style
North America (Native American)
Latin America (Mexico, Costa Rica, Peru)
Asia
(China, Japan, Thailand, Indonesia, Malaysia)
Dynamic Style
Arab Middle East
(Kuwait, Eygpt, Saudi Arabia, Lebanon)
Asia (Pakistan)

41. Our Focus: Learning, Leadership, Community
“IF YOU DON’T LIKE SOMETHING
CHANGE IT; IF YOU CAN’T CHANGE IT,
CHANGE THE WAY YOU THINK ABOUT
IT.
Mary Englbriet
Our Focus: Learning, Leadership, Community

43. My 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