REPORT NO. 4, HUMAN RESOURCES COMMITTEE. TO: The Board DATE: 01 November 2011

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1 REPORT NO. 4, HUMAN RESOURCES COMMITTEE TO: The Board DATE: 01 November 2011 A meeting of the Human Resources Committee was held this evening in the Trustees Committee Room, 133 Greenbank Road, Ottawa, commencing at 7:43 p.m. with Trustee Pam FitzGerald as the Chair and the following in attendance: TRUSTEE MEMBERS: OTHER TRUSTEES: STAFF: NON-VOTING REPRESENTATIVES: Donna Blackburn and John Shea Bronwyn Funiciello, Jennifer McKenzie, Rob Campbell and Theresa Kavanagh Janice McCoy, Superintendent of Human Resources Sue Peter-Weeks, Manager of Human Resources Anne O Dacre, Labour Relations Officer Barry Scott, Labour Relations Analyst Jacqueline Lawrence, Coordinator, Equity & Diversity William McNeely, Human Resource Officer (Elementary) Jennifer Baldelli, Human Resource Officer (Secondary) Maureen Strittmatter, Senior Board Coordinator Natasha Knight, Board/Committee Coordinator Margaret Rule, Ontario Secondary School Teachers Federation (OSSTF- ESP) Chris Goodsir, Ontario Secondary School Teachers Federation (OSSTF- Teachers) Leif Walther, Ontario Secondary School Teachers Federation (OSSTF-ESP) Bruce Whitehead, Ottawa-Carleton Secondary School Administrators Network (OCSSAN) 1. Call to Order The Chair called the meeting to order at 7:43 p.m. and welcomed everyone to the meeting. 2. Approval of Agenda Moved by Trustee Funiciello, THAT the agenda be approved as presented. 3. Public Question Period There were no public questions. - Carried Human Resources Committee November 2011

2 4. Delegations There were no delegations. 5. Workforce Census Jacqueline Lawrence, Coordinator, Equity & Diversity, provided a summary of the Workforce Census results. The highlights of the presentation are as follows: 52% response rate; Very good by market standards (32% average); Captured demographics were: age, gender, sexual orientation, marital status and persons with disabilities; Other classifications included: retirement potential, work life balance, children and other dependent responsibilities, ethnicity, culture and religion, education profile and languages; Key Considerations include: policy development and implementation, recruitment and retention strategies, training and development, respectful workplace strategies, wellness strategies, communications (internal and external) and employee and student relationships; and Key Next Steps: On-going analysis of census findings and identification of key priorities, including implications for succession planning, recruitment, hiring and retention, wellness and training and development; An analysis of comparable student demographic data to ensure Ottawa-Carleton District School Board s on-going capacity to serve the full diversity of its student, parent and community populations; Integrate relevant findings into Ottawa-Carleton District School Board s Equity Diversity and Inclusion Framework; Develop and deliver training that supports valuing, managing and leveraging a diverse workforce; and Engage in on-going conversations with internal and external partners and stakeholders to enhance opportunities that support the District s strategic objectives related to equity and diversity. Jacqueline Lawrence added that the census was able to identify the workforce in order to evaluate the unique needs of the employees. In response to a trustee query, Superintendent McCoy confirmed that the comparative statistics were collected primarily from Statistics Canada 2006 Census or otherwise listed in the Workforce Census Report. Superintendent McCoy added that the recommendations from the report will be brought forward for discussion and the themes that were identified will be the areas in which staff will focus. Trustee Campbell expressed concern regarding the findings of equity and questioned whether there had been a discussion on the implementation of affirmative action. Superintendent McCoy noted that the findings from the report had not yet been discussed to that level of detail, however; the plan is to consider reviewing the current recruitment and hiring practices and determine if barriers are identified. Superintendent McCoy added that the concept of numerical targets, parallel to those in the Federal Human Resources Committee November 2011

3 Government as part of their Employment Equity program, has yet to be discussed and is only one of a number of options that will be considered. Chair FitzGerald expressed concern regarding the number of principals that are eligible for retirement, 74 percent by year Superintendent McCoy responded that a succession plan will be developed which will include a review of the selection process and identify how the Board will mentor future leaders and encourage teachers to pursue the necessary courses. In response to a question about future plans to repeat the census, Superintendent McCoy noted that the baseline data that was collected from this report will help identify areas of improvement, however; further data will need to be collected to measure change and progress. 6. Report , Allocation of Vice-Principals to Elementary and Secondary Schools Your committee had before it Report , providing information on the allocation of viceprincipals to elementary and secondary schools. Superintendent McCoy indicated that the total number of elementary and secondary viceprincipals is normally considered for approval as part of the academic staffing report presented at the Human Resources Committee in March of each year. She added that the total number of elementary and secondary vice-principal positions approved for the school year was 43 Full Time Equivalent (FTE) (plus 1 central) and FTE, respectively. Unlike the staffing levels for the majority of teaching positions, the number of vice-principal positions approved each year is not generated by applying a particular formula, but, in general, based on the previous year s allocation. Superintendent McCoy noted that in the elementary panel, not all schools are assigned a vice-principal allocation. Schools that are assigned a vice-principal may receive an allocation in blocks of 0.50, 1.0 or 1.5 FTE. Two schools, Crystal Bay Centre for Special Education and Clifford Bowey Public School, are each allocated 0.25 FTE vice-principals as a result of a Board motion that was passed several years ago, to address specific needs at those two sites. It should be noted that where vice-principal time is allocated as a fraction, the remaining time is assigned from the teaching allocation for the school. Superintendent McCoy reported that in the elementary panel, senior staff determines the allocations based on the following factors: 1. Total FTE enrolment by school; 2. Intermediate enrolment by school; 3. System classes (behavioral and autistic units); and 4. Whether the school has been identified as higher needs based on socioeconomic factors. Superintendent McCoy also reported that in the secondary panel, vice-principals have been allocated in blocks of 1.00, 1.50, 1.67, 1.83, 2.00, and 2.50 FTE and senior staff reviews system needs based on the following factors: 1. Total FTE enrolment by school; 2. System classes (Development Disabilities, Learning Disabilities, General Learning Program, English as a Second Language, Gifted, Tiered Schools, High Performance Athlete, Dual Support, Autism, Adaptive); and 3. Whether the school has been identified as higher needs based on socio-economic factors. Superintendent McCoy indicated that in recent years, elementary and secondary principals have been consulted at various times with regard to the allocations. Generally, principals support the need Human Resources Committee November 2011

4 for more vice-principals across the District. However, given current resources, elementary principals have generally been in agreement that while enrolment has to be a primary consideration, there should also be some consideration given to needs when making the allocation decision, including the factors currently being used. Superintendent McCoy noted that the following has been identified as relevant principles for determining allocations: a. Ensuring the efficient, effective and equitable (versus equal) distribution of resources across the system (allocation); b. Recognition of the unique characteristics of schools that impact on administrative need such that all schools do not necessarily have the same demands or need for administrative support; c. Properly defining the characteristics of a school that impact on administrative workload, for example, enrolment, program, socio-economic indicators and others; and d. Identifying the barriers to properly allocating resources, including declining enrolment, disproportionate number of very small (or very large) schools. Superintendent McCoy noted that at various times, the Ministry funding model has been cited for purposes of determining how staff should be allocated to schools. It is important to note that the funding model is only relevant in explaining how the Ministry comes up with the total funding to be allocated. It does indicate in the School Foundation Grant the number of principals, vice-principals and school office staff that a school board is assumed to have, based on enrolment, for purposes of determining the funding that is provided to each District. The calculation is based on Average Daily Enrolment, numbers of schools and Average Daily Enrolment expected in each school. The School Foundation grant is the main source of funding for principals, vice-principals, and office staff. Trustee Shea expressed concern regarding the disruption and frustration that occurs in schools and amongst parents where a school loses its vice-principals allocation and the way it is communicated. He added the report did not provide a formula for the allocation at the vice-principal level and questioned whether the allocation of.33 would be considered, as done in the past, as he was not in favour of this approach. Superintendent McCoy indicated that staff will examine ways of communicating the decision in a more effective manner. She added that the total number of vice-principals at the elementary panel is generally carried over from year-to-year. Superintendent McCoy clarified that the.33 allocation has not resurfaced in recent discussions. In response to a query from Trustee Shea, Superintendent McCoy agreed to seek the salary gap percentage applicable to principals and vice-principals relative to the funding that is provided by the Ministry in comparison to the salary gap that exists for other staff. Trustee Rob Campbell inquired whether the Board was able to distinguish the extent or characterization of need when allocating vice-principals to the secondary panel and whether they examine the same variation factors as in the elementary panel. Trustee Campbell also noted the understaffing of principals and vice-principals relative to the funding model by a total of 4.24 FTE. Superintendent McCoy responded that a number of factors are taken into consideration when allocating vice-principals to the secondary panel, including; enrolment and the other factors noted in the report. She indicated that the low variation in allocations was due to a number of factors including historical allocation of 2.0 full-time vice-principals at each site, the need to ensure that the teaching portion mirrors how teachers are allocated and the commonalities between a number of schools. She Human Resources Committee November 2011

5 added that staff will continue to examine ways in which the Board can ensure the allocations are determined based on needs. OSSTF representative, Chris Goodsir reported that he had received concerns from his members regarding vice-principal teaching assignments and whether vice-principals were assigned meaningful teaching assignments similar to what a teacher would be assigned and the possible impact on students where they are not. Superintendent McCoy indicated that teaching assignments assigned to vice-principals should be meaningful and that any concerns regarding the teaching assignments of vice-principals should be brought to the attention of the principal or superintendent of instruction. Trustee Shea also expressed concern regarding the staff allocations for Knoxdale Public School and Greenbank Middle School and questioned whether the idea of developing these two schools into one would be considered given they are in the same building. He added that both schools are stable and that excess staff could be shifted to a school with a greater need. Superintendent McCoy explained that although the building was constructed as an anomaly, they are in fact two schools with two offices and separate staff. Chair FitzGerald pointed out that schools such as York Street Public School that are not allocated a vice-principal is a concern, given their socioeconomic needs. Trustee McKenzie added that smaller schools seem to be penalized by the enrolment factor twice, both in terms of vice-principal allocation and for purposes of the RAISE index. Superintendent McCoy confirmed that a combination of factors is taken into consideration such as: enrolment, system classes in the school, and socioeconomic needs. She added that staff will continue to review the process from a funding and allocating perspective to ensure resources are allocated effectively. 7. Report , Staffing Update Your committee had before it , providing information on the status of the staffing for elementary teachers and administrators, secondary teachers and administrators and school based administrative and support staff. Superintendent McCoy reported that elementary and secondary teacher and administrator staffing is approved each year in March which allows the contractual staffing processes to be completed by the end of June. Human Resource Officer, William McNeely, reported that staffing adjustments were normally required in the fall as a result of fluctuations in enrolment between projected enrolment and actual enrolment in September. He added that the initial 2011 projected FTE enrolment figure was 44,744. The actual FTE enrolment in September 2011 was 44, He also noted that overall enrolment has increased from last year. Although the number of students assigned to congregated special education classes and full-day kindergarten increased, the total enrolment in the regular programs (half day kindergarten, English and French Immersion) was lower than projected by approximately FTE. He concluded that as a result, there was an overall reduction of 14 classes from the 1889 classes initially projected for kindergarten to grade 8 (excluding full day kindergarten and special education congregated classes). Human Resources Committee November 2011

6 Superintendent McCoy indicated that this year the staffing and disruption across the district was particularly challenging due to the decline in enrolment at the elementary panel. Human Resource Officer McNeely noted that principals across the board were able to alleviate the impact by delaying the hiring process which allowed for movement. In response to a query from Trustee McKenzie, Superintendent McCoy agreed to confirm whether the Business and Learning Technology SMART Board Coaches were funded from instructional or administration funding last year. A discussion ensued regarding the drop in enrolment and the effects of hiring staff based on projected enrolments. Trustee Campbell expressed concern regarding the cost of the extra FTE that had been added and the determining factors in the decision to make the investment rather than cause disruption. Superintendent McCoy indicated that the decision was based on a number of factors including class disruptions, transfer of teachers, and kindergarten class cancellations. Superintendent McCoy reported that at the secondary panel, the projected enrolment was higher, which also created some challenges. Jennifer Baldelli, Human Resource Officer indicated that enrolments were monitored through the spring and schools were contacted again in early August in order to establish student enrolment. Based on those figures, additional classes were added and the Board was able to advance additional sections for a number of schools. It was also noted that, due to the high number of enrolments and the funding shortfall, the budget was affected and a number of possible areas of reduction were considered. She added that international student enrolment was unexpectedly higher which resulted in compensation from Ottawa-Carleton Education Network Inc. (OCENET). Ms. Baldelli, provided the following highlights: Teacher Librarians - Teacher Librarians are allocated at one per school as per the collective agreement with the exception of Longfields-Davidson Heights Secondary school which allocated 0.67 FTE (and the remaining 0.33 to Guidance). Guidance Counsellors - The system contractual entitlement for Guidance is allocated based on September 30 enrolment. The contractual Guidance requirement is shown under the System Summary and is determined by multiplying the projected ADE by 2.6 divided by 1,000. LST Learning Support Teachers The system contractual entitlement for LST was allocated 1.33 to each school except Brookfield High School (1.17), John McCrae Secondary School (1.50), Sir Wilfrid Laurier Secondary School (1.50), and Woodroffe High School (1.17). The contractual LST requirement is shown under the System Summary and is determined by multiplying the projected Average Daily Enrolment by 1.41 divided by 1,000. ESL/ELD English Second Language Teachers - The system entitlement is driven by Board budget/ministry funding. English Second Language Teachers (ESL) and English Literacy Development (ELD) are allocated based on enrolment in those programs. ESL/ELD allocations include 3.50 FTE funding from OCENET for Special Education - The system entitlement is driven by Board budget/ministry funding. Special Education staff is allocated by the Special Education Department and Board budget decisions. Central Support - The allocation of central support is driven by Board budget/ministry funding to provide consultants to Business and Learning Technology, Special Education, Human Resources Committee November 2011

7 Quality Assurance, Curriculum Services, Staffing (0.67 contractual), ESL/D, and Arts/International Baccalaureate Co-coordinators. Adult (over 21) - The allocation of the Adult High School is driven by Board budget/ministry funding and is staffed at a 29:1 ratio. Alternate Sites - The entitlement for these sites are determined based on the total enrolment (projected at maximum staffing) and is staffed at a 21:1 ratio. In response to query from Trustee Shea, Ms. Baldelli noted that the total number of students at Ottawa Technical Secondary School is listed at 455, which is less the 150 students that are staffed from special education classes. In terms of the school based administrative and support staff, Superintendent McCoy reported that with the exception of the additional Early Childhood Education staff hired for the additional full-day kindergarten classes, the changes noted to administrative and support staff was as a result of decisions made in the budget discussions. 8. Report , Human Resources Departmental Initiatives Your committee had before it Report , providing for information the highlights of the work accomplished during and the departmental work plans for In response to a query from Trustee Kavanagh, Superintendent McCoy listed a number of support options that are currently available for employees with dependent care responsibilities: Leave days for serious illness of a child; Flexible schedules through part-time work or part-time leaves; Extended full-time leave following maternity leave; and Emergency child care program Trustee Kavanagh expressed the view that the District should consider on-site child care facilities. Can we add the following: Trustee Shea expressed his appreciation for the work performed by the Human Resources Department and thanked staff for the comprehensive report. 9. Report , Status Report on Occupational Health and Safety for Your committee had before it Report , providing for information the annual report on the status and activities of the Occupational Health and Safety Division, including prevention and loss control activities, as well as summary information related to workplace accidents. Superintendent McCoy reported that over the last year, the on-going focus has been to implement the workplace violence and harassment prevention programs in response to Bill 168. She added that training was provided to both principals and vice-principals on safe school issues and over 7000 staff members have participated in workplace violence training. Superintendent McCoy indicated that three schools have recently been inspected by the Ministry of Labour, with particular focus on shops and science labs. Superintendent McCoy noted that staff is looking at ensuring that any issues identified through these inspections are also addressed in other schools across the District. Human Resources Committee November 2011

8 In response to a query from Trustee McKenzie, Superintendent McCoy indicated that first aid and CPR training is on-going; the focus is on staff who have been identified as the first aid attendants at each site. In addition, she advised that staff at eight elementary schools will receive training related to the installation of AED s at their site. She added that additional first aid training may be provided but there are limitations associated with the resources required, both financial and human, to organize and provide the training. 10. Superintendent s Report There was no Superintendent s Report. 11. Long Range Agenda The long range agenda was provided for information. 12. New Business Chair FitzGerald announced that this would be her last meeting as Chair of the Human Resources Committee and thanked all committee members. 13. Adjournment The Committee adjourned at 9:45p.m. Pam FitzGerald Chair, Human Resources Committee Human Resources Committee November 2011