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

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)

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

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

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

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) 2,740.39 FTE elementary teachers; 1,612.83 FTE secondary teachers 242 Principals/Vice-Principals 2,072 administrative and support staff of whom 1,830 work in schools

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.

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

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

Ladder of Inference

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

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.

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

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

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.

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

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

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.

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

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

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.

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%

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 7-12 - 75% Estimated Response Rate: jk-6 45% Estimated Response Rate jk-12 59% Good market rate - 32%

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

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

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%

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%

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%

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

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

Tell Them From Me

Tell Them From Me Con’t

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

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

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

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)

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

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