1. Supervisory Officer ???? January 29, 2016 Presentation to the Ontario Public Supervisory Officers’ Association – Leadership and Effective School Board Governance Rachel Osborne & Lori Barnes Leadership Development & School Board Governance Branch Ministry of Education January 29, 2016

2. Leadership and Governance Accountable & transparent governance supported by strong school and system leadership are the hallmarks of an effective district school board. In the renewed vision for Ontario education, leadership is defined as a supporting condition for the achievement of the government’s education priorities. Leadership is the exercise of influence to achieve common goals; leadership is about inspiring and motivating others working with and guiding people in new directions integrity and trust achieving the most through positive interaction. Governance is a process for the allocation of authority, decision-making, and accountability; governance is about setting direction making policy and strategic decisions overseeing and monitoring organizational performance and ensuring overall accountability..

3. Effective Leadership & Good Governance Strong leadership, particularly at the system level (supervisory officers), helps support good governance. The District Effectiveness Framework in the 2013 OLF identifies nine characteristics of strong districts that are successful at improving the learning of their students including: Policy-oriented board of trustees Productive working relationships with staff and stakeholders The OLF also identifies Personal Leadership Resources (PLRs) that effective leaders draw on: Cognitive Resources (problem-solving expertise; systems thinking) Social Resources (perceive & manage emotions; act in emotionally appropriate ways) Psychological Resources (optimism; self-efficacy; resilience; proactivity) The PLRs are as relevant to elected board leaders as they are to school and system leaders..

4. Governance Framework In 2008, the government undertook a provincial review of school board governance. The purpose of the review was to engage the education community in a discussion on modernizing and clarifying in legislation the roles and responsibility of school boards. That provincial review led to Bill 177 which was passed as the Student Achievement and School Board Governance Act (2009). That Act amended the Education Act to establish governance roles and responsibilities of school boards, individual trustees, and directors of education.

5. Governance Framework The board of trustees as a whole has legal authority and responsibilities under the Education Act and other legislation and regulations. Trustees as individuals do not have authority to make decisions or take actions on behalf of the board. Individual trustees are required to: attend and participate in board and committee meetings consult with their communities and bring the concerns of their communities to the board table uphold the implementation of any board resolution after it is passed comply with the board’s code of conduct entrust the day to day management of the board and its staff through the director of education

6. Governance Framework Chair of the board is required to meet all the obligation of individual trustees preside over board meetings act as the spokesperson for the board work with the director of education to establish agendas for board meetings provide leadership to the board in maintaining the board’s focus on it mission and vision and focus on the multi-year plan The director of education is responsible to the board of trustees and for the implementation of board policies sole employee who reports directly to the board of trustees chief executive officer, chief education officer, and secretary to the board advises the board on operational matters responsible for bringing to the board’s attention any act or omission that could violate the Education Act or any regulation or policies monitoring of board policies and multi-year plan

7. Governance Framework School boards are responsible for: student achievement and well-being, and a positive and accepting school climate multi-year plan & annual review of the plan with the director of education effective stewardship of resources monitoring and evaluating the performance of the director of education

8. What does Good Governance Look Like? An effective board of trustees: understands its roles and scope of responsibilities has a clearly stated vision and multi-year plan allocates its resources in support of the plan it has set holds its system accountable through its director of education by regular monitoring of evidence of student achievement and well-being engages with its constituents in the creation of policies that affect them and communicates its progress in raising student achievement and well-being monitors its own performance and takes action to continually improve its governance processes

9. What Does Good Governance Look Like at Your Board? Board planning processes that support the multi-year plan Robust and inclusive school community engagement Committee framework for decision making Board by-laws, policies and procedures Effective working relationships – trustees, superintendents, departments, school communities, Ministry of Education

10. What Does Good Governance Look Like at Your Board? Information exchange among staff, trustees and the educational community to inform decision making Balances local, municipal, regional and provincial perspectives Meaningful consultation with stakeholders and clear and consistent communication with school communities Important to understand and respect distinct roles and areas of authority for both senior staff and trustees Balance of competing interests can sometimes be challenging

11. Your Role in Supporting Good Governance Superintendents provide on-going support to trustees on a number of fronts: public meetings parent concerns delegation requests school council forums advisory committees negotiations policy writing staff development mentoring principals and managers board and committee reports

12. Presenting Board and Committee Reports Where does the information go? What is the impact of this information on various audiences (staff, students, parents, media, school councils, trustees, etc.)? What do we want people to know – students, staff, trustees, school communities? What do we not want them to do? How will our trustees and their constituents react, and how are we helping them understand and communicate?

13. Building a Positive Working Relationship with your Trustees student achievement and well being system/operational knowledge clear, consistent communication honesty, respect, inclusivity, diversity financial and business perspectives factual knowledge personal working styles historical perspective creative problem solving regional perspective political sensitivity flexibility timing honoring local school community

14. Discussion You have to prepare and present a report to the board that recommends closing a school. Your local trustee lives in the area and is opposed to the school closure. What do you need to consider when drafting your report to the board and preparing your presentation?

15. Did You Consider…. Student achievement and well-being Student, staff, community, union, trustee, municipal government perspectives school councils, advisory committees Evidence-informed data Staffing implications and related costs Long-term viability Regional, municipal, provincial, Ministry perspective Operational matters/practicality Input of trusted colleagues Personal bias (everyone’s) Media reaction, communications plan Financial, legal, political considerations

16. In Summary… Your new landscape is still about … students and families effective working relationships agility and flexibility compromise, creative problem solving students and families