Preparing for the Future not the Past

1. Preparing for the Future not the Past Walter Piovesan, Associate Director Marianne Harvey, Principal, Rockliffe Public School Ottawa-Carleton District School Board

2. 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)

3. 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…

4. 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…

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

6. 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

8. A Community of Character

9. 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

10. 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

11. Ladder of Inference

12. 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

13. 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.

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

16. 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

17. 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.

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

19. 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 Problem Solving versus Appreciative Inquiry

20. 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.

21. 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

23. 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

24. 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%

25. 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

26. 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

27. 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

32. OBTAIN STUDENT FEEDBACK FROM TTFM, other data MAKE A PLAN ENGAGE STAFF, STUDENTS, PARENTS & COMMUNITY IN THE PROCESS BUILDING SAFER and INCLUSIVE SCHOOLS COMMUNICATE PLAN ACKNOWLEDGE STUDENT VOICE CARRY OUT PLAN INVOLVE STAFF, PARENTS, STUDENTS

33. Tell Them From Me

34. Tell Them From Me Con’t

36. 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

38. 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

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

40. Engagement Style North American (United States, African American) Europe (France, Greece, Italy, Spain) Central & Latin America (Cuba, Puerto Rico) Asia (Russia) Middle East (Isreal) Cultural Patterns across Conflict Styles 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) Discussion Style North America (United States, Canada) Europe (Great Britain, Sweden, Norway, Denmark, Germany) Asia (Australia, New Zealand)

41. “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

43. 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