I think there is lots to write about on the topic of governance in education in Ontario. Recently, the Globe and Mail has tackled this topic, questioning the need for elected boards. It is a really good read and asks important questions on how we organize education in Canada.
The topic has been covered several times by Sheila Stewart in her blog. Her posts are very thought provoking and are important to read if we are interested in this topic. She rightly notes that this is a complex issue with no easy solutions:
There has been a fair bit of discussion about the role and relevancy of education trustees in Ontario lately. There are many questions, if not confusion, about their role and purpose. The topic can get quite complex and it is not an easy discussion. I suspect there is something unique about the culture of every single board of trustees that is in place at each of Ontario’s 72 school boards. I don’t know the answers regarding what they should be doing, or if they should exist or not. How can an unbiased discussion about alternatives occur? How can the discussion be kept to be about the role, and not personalities and politics?
I think we all should be interested in how our education system is organized. We have a system that has been in place going back to the 19th century. Local control of education was established as far back as 1816. Much of our current governance structure hails from this time. The 1816 legislation was, at the time a boon to a growing community. It provided for local control and the appointment of trustees:
The law provided that the people of any village, town, or township might meet together and arrange to establish one or more schools, at each of which the attendance must be not less than twenty. Three suitable trustees were to be chosen to conduct the school, appoint teachers, and select textbooks from a list prescribed by a District Board of Education.
Egerton Ryerson and Education in Upper Canada, Putman, John Harold (1866-1940)
If you follow the story of education in Ontario the name Egerton Ryerson will come up. In 1846, he reorganized the system of education in Ontario, establishing District Superintendents, Normal Schools (later teacher colleges), property taxes for the support of schools, standards for texts and a whole host of regulations establishing a system of education in the new province.
The last review of education governance took place in 2009. It’s a little shocking when you look at the people who were responsible for this review. All were trustees, former school board directors or university professors. From what I can see, this was a group very interested in maintaining the status quo in Ontario. The recommendations from the review do not upset the apple cart, but strongly support the structure first envisioned back in 1846.
Calls for education reform in Ontario and other jurisdictions rarely call for an overall review of governance. Instead, we focus on adjusting teaching methods, exhorting educators to become more ‘connected’ or more innovative within the current box that exists and improving our EQAO scores.
It seems like the greatest call for education reform, especially in Ontario comes in the form of opposition to EQAO. Peter Cameron writes in his post Test Time…stress time?
Perhaps it’s not that teachers need to change; in fact I’d argue that we are always innovating and evolving for the good of our students. Perhaps it’s EQAO that needs to be innovative in how they assess our kids . WHAT IF students could submit ePortfolios, podcasts, videos and screencasts to demonstrate their learning? Better yet, WHAT IF EQAO could send PEOPLE to our schools, to spend time, sitting and listening to our students?
Writing like this is so important – we need educators to challenge a system that seems to have lost its ability to be self critical. I agree with Peter, what would happen, for example, if superintendents became primarily responsible for the success of a small collection of schools and their current ‘busy’ portfolios like ‘student success’ and ‘safe schools’ be turned over to education officials actually trained to deal with these portfolios?
We do not write about what trustees do in the current system apart from vague declarations that education must remain ‘in public hands’. What does that actually mean? Education is highly technical these days. It is unlikely that most trustees even understand what is going on in education. This means they are totally at the mercy of board officials – superintendents and directors that really are not accountable to anyone. These officials have the real power in the system, they can be very good and use their authority responsibly, but there are others who abuse this power and do little to improve the system for our students.
One observation – we have an excellent medical system here in Ontario and no equivalent of local elected boards. How does a system, rooted in reforms over 150 years old actually serve the children in our province? Governance is a topic long overdue for discussion in Ontario.