Tag Archives: OPSBA

The Time to Invest in Publicly Funded Education is Now

December 3, 2019

Last week, the Ontario Public School Board Association (OPSBA) and Nanos Research released polling data regarding many public education issues. This data confirmed that Ontarians view money spent on publicly funded education as an important investment in Ontario’s future and that the provincial government should prioritize education spending over tackling the deficit. Over 90% of Ontarians supported investing in school maintenance and repairs.

Back in August, Premier Ford declared that his government was going to invest $13-billion in building new schools over the coming 10 years; and that his government was going to continue to invest $1.4-billion each year for school repairs.

Recognizing that there are many urgent issues to be addressed in the education sector at the moment, Fix Our Schools urges the Ford government to begin investing in building new schools in Ontario. Back in July 2019, Minister Lecce announced that the provincial government would finally resume the process to approve new school buildings after a year hiatus when zero new school buildings were approved in this province.Ā  We’re still waiting to hear how this process is unfolding and we are still lamenting that this government’s actions allowed over a year to pass with zero investment in new school buildings.Ā 

As Ontarians declared in the recent OPSBA and Nanos research polls, the time to invest in publicly funded education in Ontario is now.Ā 

 

90% of Ontarians support investing in school infrastructure

November 25, 2019

On Monday, November 25, 2019, the Ontario Public School Boardsā€™ Association (OPSBA) and Nanos Research released polling data regarding several public education issues ranging from student achievement and well-being to curriculum, funding, and governance.

Fix Our Schools was thrilled to see that the majority of Ontarians agree that spending in public education is an investment in the future and that they are twice as likely to say that spending on public education is more important than eliminating the deficit. Hurrah! We wholeheartedly agree with the majority of Ontarians! In fact, back in April 2019, Fix Our Schools explored how government deficits and debt may not be as scary as many believe.Ā  And in June 2019, Fix Our Schools continued to explore this idea in the blog post entitled, “The High Cost of Low Corporate Taxes”.Ā  We were equally thrilled to see that 90% of Ontarians supported investing in school maintenance and repairs.Ā 

The research results released today also found that:

  • Nearly two-thirds of Ontarians think funding for education should be set based on number of students and inflation rather than overall provincial spending
  • Just over four in five Ontarians support or somewhat support school boards having more autonomy to ensure their budgets reflect local needs
  • Nine in ten Ontarians say it is important or somewhat important to invest in school maintenance and repairs

ā€œThese results validate the hard work and dedication of public school boards and our Association,ā€ said Cathy Abraham, President of OPSBA. ā€œEducation is the second largest funding line in the provincial budget and it is our hope that these results can help inform decisions to ensure public education is supported by stable and predictable funding. Public education is an investment for the future and we must advocate for those conditions that will help all students succeed.ā€

We’ve only highlighted the findings that directly relate to Fixing Ontario’s Schools and we encourage people to read the whole research report to confirm how much support for publicly funded education exists in Ontario.

 

OPSBA Federal Election Resource Guide

September 26, 2019

The Ontario School Board Association (OPSBA) has distributed a thoughtful resource guide for school boards and trustees to use during the federal election to ensure that candidates hear about the importance of public education.

Fix Our Schools was thrilled to see the following specific topics addressed and we encourage all citizens to ask their local federal candidates some of the following questions to ensure they understand that publicly funded education is a key Canadian value!

Indigenous EducationĀ 

OPSBA notes that “schools in Indigenous communities are seriously underfunded and are starved for the kinds of resources that are common in the provincial publicly funded school system. An effective school is housed in a building that is safe, sound and welcoming.”

Questions for Candidates related to Indigenous Education:

  • How would you and your party work collaboratively with Indigenous peoples in Canada toward the full and effective implementation of the Calls to Action of the Final Report of the Truth and Reconciliation Commission?
  • How will you and your political party work to secure federal funding commitments that will ensure equitable funding and equity of opportunity for education in Indigenous communities?
  • How will you and your political party work with Indigenous leaders, as well as provincial Ministries of Education, to ensure that Indigenous children have every opportunity to attain an education comparable to children in the rest of Canada?

Technology & E-Learning

OPSBA notes that “the use of technology for learning and teaching can be highly valuable for all students, especially in remote locations, provided they have access to modern, high-speed internet infrastructure. “

Questions for Candidates related to Technology & E-Learning:

  • Will your government continue to increase broadband development and implementation to ensure there is equity of access for all school boards across the country?
  • How will you invest in technology that enriches the classroom experience for students and teachers?
  • Will you support federal funding that allows school boards to ensure that technology in schools is current and relevant for various student pathways?

Capital-Related Issues

OPSBA notes that “many schools have needs that are serious and urgent, impacting the ability to meet current program requirements, including funding to adapt or change classrooms that are no longer relevant or being used. In addition, many school boards are dealing with unique circumstances and, as a result, they are being challenged with capital and renewal costs for their aging schools.”

OPSBA also notes that “serious concerns have recently been expressed regarding capital projects being put on hold or facing delayed final approvals.” and emphasizes that, “where the evidence is clear, schools need to be built to accommodate future population and program growth as well as the elements of a school building beyond classrooms that foster student achievement and well-being.”

Finally, OPSBA highlights that “the federal government recently announced details for the Climate Action Incentive Fund (CAIF) and available funding for schools.”

Questions for Candidates for Capital-Related Issues :

  • How can the federal government include dedicated funding that can be directed to school boards for their capital needs?
  • How can the government promote similar funding sources/opportunities for school boards

Trustees don’t do it for the money

June 13, 2015

In a letter to Barbara Hall and the TDSB Governance Panel, Michael Barrett – President of the Ontario Public School Boards’ Association expresses concern about the consultations conducted by this panel and raises many excellent points:

  • Good governance can only be successful if roles and responsibilities are clearly understood, which extends beyond the board of trustees and their chair and must include the director of education and senior team members.
  • A school board is an organic, interactive entity and each time that dynamic changes through the election of even one new trustee, a new board is formed, bringing with it a new dynamic that influences the trustee team. (note: in Fall 2014, eleven new TDSB Trustees were elected out of 22 so this new board represents a very new dynamic!)
  • Trustees are the crucial link between the school board and their local community. Trustees are of the community; they generally live in their communities, know their community and advocate for their community. There is local control that ensures a centralized bureaucracy does not lose sight of varied and diverse communities.
  • Trustees serve as advocates, as ombudsmen, as originators of ideas, as guideposts and hold both the government and staff accountable. Advocacy for a mental health strategy, a coordinated ministry approach to education and services, for equity within aboriginal education and funding, fairness in special education funding, inclusiveness and technology in the classroom are a few of the ways that trustees make a difference.
  • Trustees do not do this for the money. (NOTE: The role of Trustee is paid as a part-time position and a TDSB Trustee earns about $26,000/year) The honorarium has been frozen since 2006.Ā Elected trustees are devoted to public education and want to make changes to improve the system for all children.
  • Trustees contribute long hours attending committee and board meetings, reading and reviewing board/ministry correspondence and interacting with their constituents in a variety of ways (email, face to face, telephone and public meetings).
  • Trustees are interpreters and messengers for government initiatives. They provide and allow for local perspectives. They help families navigate complex rules to get children the support they need from their schools. They initiate innovative and effective programs that improve student achievement and well-being.
  • A school trustee is a member of a team ā€“ the board of trustees. Only the board of trustees has the authority to make decisions or to take action. A chair of the board of trustees is chosen by the board of trustees as someone they are proud to have as a leader who represents them. Although the chair assumes a leadership role, it is important that he or she adheres to the boardā€™s directions and not act unilaterally.
  • The director of education must display excellence as an educational leader, to be politically sophisticated, to be aware of and active in legislative developments, to have an extensive knowledge of relevant provincial laws, to be an exemplary educator, and to personify effective communication.
  • The elected trustee boardā€™s most influential governance relationship is the relationship they have with the director of education. A trusting, respectful and cooperative relationship between the board of trustees and the director of education and a mutual understanding of their distinct roles lead to effective policy implementation.
  • Trustees and school boards are doing amazing and wonderful things all across the province.