Preparing for the Future not the Past
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 OttawaGatineau
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
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
Why
How
What
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
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
•Felt need to identify
problems
•Analysis of cause
•Analysis of possible
solutions
•Action planning (treatment)
•Organization is a problem
to be solved
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
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.
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
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
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
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%
Sexual
Orientation
Student
Survey
(7-12)
Workforce
Census
Heterosexual
87.9%
3.5%
0.5%
0.5%
0.5%
1.7%
0.1%
0.5%
95.7%
2.1%
0.9%
0.9%
N.A
0.3%
N.A
0.2%
Bisexual
Lesbian
Gay
Queer
Questioning
Transexual
Two-Spirited
Workforce
Census
Student Survey
(JK-6)
Student
Survey
(7-12)
City of
Ottawa
First Nation
1.3%
2.2%
4.1%
0.8%
Metis
1.0%
0.8%
1.1%
0.6%
Inuit
0.1%
0.2%
0.3%
0.1%
Racialized
Workforce
Census
Student
Survey
(JK-6)
Student
Survey
(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
Accommodation
Indirect
Emotional Restraint
Engagement
Direct
Emotional Expressiveness
Dynamic
Indirect
Emotional Expressiveness
Cultural Patterns across Conflict
Styles
Discussion Style
Engagement Style
North American (United States, African American)
North America (United States, Canada)
Europe (France, Greece, Italy, Spain)
Central & Latin America (Cuba, Puerto Rico)
Europe (Great Britain, Sweden, Norway,
Denmark, Germany)
Asia (Russia)
Middle East (Isreal)
Asia (Australia, New Zealand) Latin America
India
Africa
Accommodation Style
Native American
Dynamic Style
North America (Native American)
Latin America (Mexico, Costa Rica, Peru)
Arab Middle East
Asia
(Kuwait, Eygpt, Saudi Arabia, Lebanon)
(China, Japan, Thailand, Indonesia, Malaysia)
Asia (Pakistan)
“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. Optimism is
better than despair. So let us be Loving,
Hopeful and Optimistic and we’ll change
the world.
Jack Layton