Considering the reasons cited above and because school boards currently have strong performance evaluation processes for directors of education that consider their particularities, the AFOCSC believes that only “the obligation to have an evaluation process in place” should be dictated by the regulation, not the parameters, objectives, and details related to this process.
As stated in our initial brief on the introduction of Bill 98, “We emphasize that the consultation process should extend beyond just the period surrounding the adoption of a bill. Consultation between the Ministry of Education and the associations representing school boards must be an ongoing process so that trustees’ perspectives are collected and considered to genuinely influence decisions. Consultation does not unnecessarily delay decision-making but enlightens, facilitates, and guides it based on the realities of each region and community.”
Several provisions in Bill 98 grant regulatory powers to the Minister of Education or the government. The extent of the forthcoming changes is thus unpredictable at the stage of adopting Bill 98 since its full effect will only be felt once the regulations are enacted. As these may affect the constitutional rights of its members (protected by Section 93 of the LC1867 and Section 23 of the Charter), the AFOCSC requests consultation before their enactment.”
“Each Ontario school board is governed by trustees who play a crucial leadership role, ensuring that schools adhere to provincial standards and provide programs and services that meet the needs of the diverse communities they serve.
Governance determines how a school board operates and conducts itself. By providing a framework and processes for decision-making, it requires leaders to demonstrate ethical leadership and set an example. School boards embody governance in action at the local level. They are responsible for making decisions, adopting policies, and issuing administrative directives to effectively use public funds, create conditions for high student performance, foster a culture of well-being and inclusion, and ensure healthy and equitable learning environments.
Governance involves the exercise of authority, guidance, and accountability in service of the higher moral purpose of public education. A governance structure defines the roles, relationships, and behavioral parameters of the board and its staff. Laws, particularly the Education Act, outline the governance structures, powers, and processes of school boards. This law and its regulations establish the governance framework of a school board, including the roles and responsibilities of the board, its members, its chairperson, and the director of education.”
