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Schools as Community Hubs Nov 09
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Schools as Community Hubs Nov 09

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  • I have a question about your program. Do the schools control their operational budget or do the boards control it as is the case in Ontario?

    One of the recommendations from Ouchi's 'Making Schools Work' is that Every School Controls Its Own Budget.
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  • LES ARTS DU GOÛT : de la gourmandise à une culture générale de l’alimentation La question du goût traverse la quasi-totalité des savoirs enseignés à l’École. Elle se pose aussi, évidemment, dans les cantines scolaires, où le plaisir gustatif doit trouver sa place aux côtés des impératifs essentiels que sont la sécurité alimentaire et le respect de la diététique. Éduquer le goût revient, dans cette perspective, à favoriser l’accès à la richesse des patrimoines culinaires dont la vitalité demeure intimement liée à la connaissance et à la pratique qu’en auront les jeunes générations. Comment décrire une saveur ? Selon quelle logique se construit un repas ? Qu’est-ce que le «risque alimentaire»? Comment s’invente une variété de fruits ou de légumes? Notre ambition est simple : doter chaque élève d’une véritable culture générale alimentaire, qui lui sera utile tout au long de sa vie, sollicitant la gourmandise que Rousseau appelle «la passion de l’enfance». Le goût s’articule aux savoirs enseignés   Le plan pour les arts et la culture à l’École à l’École, à l’histoire, à la géographie, à l’expression orale et écrite qui permettent de dépasser le « j’aime/je n’aime pas » et d’argumenter sur ses préférences alimentaires. Les grandes orientations visent à : • Favoriser l’acquisition des catégories fondamentales du goût dès le plus jeune âge, la connaissance des saveurs, des textures, des grandes familles d’aliments, afin de permettre aux enfants de découvrir et de réfléchir à la richesse de la palette gustative. • Articuler les connaissances techniques aux patrimoines culinaires régionaux, en s’appuyant sur la géographie (climat, sol) et l’histoire culturelle (croisement des peuples dans une même région). • Faire cuisiner les élèves dans des classes de goût, avec des professionnels qualifiés (spécialistes des sciences du goût ou cuisiniers) et dans des locaux adaptés, pour initier enfants et adolescents aux logiques (notamment diététiques) à l’oeuvre dans un repas (en relation aussi avec les principes et les contraintes de confection des menus des cantines scolaires), à la transformation des aliments, à la mise en oeuvre inventive des recettes. • Favoriser et développer les initiatives existant sur le terrain : le cahier des charges diététiques pour les cantines, les «journées des mamies dans les cantines», les kits éducatifs, les visites et les partenariats avec les artisans, etc.  
  • LES ARTS DU GOÛT : de la gourmandise à une culture générale de l’alimentation La question du goût traverse la quasi-totalité des savoirs enseignés à l’École. Elle se pose aussi, évidemment, dans les cantines scolaires, où le plaisir gustatif doit trouver sa place aux côtés des impératifs essentiels que sont la sécurité alimentaire et le respect de la diététique. Éduquer le goût revient, dans cette perspective, à favoriser l’accès à la richesse des patrimoines culinaires dont la vitalité demeure intimement liée à la connaissance et à la pratique qu’en auront les jeunes générations. Comment décrire une saveur ? Selon quelle logique se construit un repas ? Qu’est-ce que le «risque alimentaire»? Comment s’invente une variété de fruits ou de légumes? Notre ambition est simple : doter chaque élève d’une véritable culture générale alimentaire, qui lui sera utile tout au long de sa vie, sollicitant la gourmandise que Rousseau appelle «la passion de l’enfance». Le goût s’articule aux savoirs enseignés   Le plan pour les arts et la culture à l’École à l’École, à l’histoire, à la géographie, à l’expression orale et écrite qui permettent de dépasser le « j’aime/je n’aime pas » et d’argumenter sur ses préférences alimentaires. Les grandes orientations visent à : • Favoriser l’acquisition des catégories fondamentales du goût dès le plus jeune âge, la connaissance des saveurs, des textures, des grandes familles d’aliments, afin de permettre aux enfants de découvrir et de réfléchir à la richesse de la palette gustative. • Articuler les connaissances techniques aux patrimoines culinaires régionaux, en s’appuyant sur la géographie (climat, sol) et l’histoire culturelle (croisement des peuples dans une même région). • Faire cuisiner les élèves dans des classes de goût, avec des professionnels qualifiés (spécialistes des sciences du goût ou cuisiniers) et dans des locaux adaptés, pour initier enfants et adolescents aux logiques (notamment diététiques) à l’oeuvre dans un repas (en relation aussi avec les principes et les contraintes de confection des menus des cantines scolaires), à la transformation des aliments, à la mise en oeuvre inventive des recettes. • Favoriser et développer les initiatives existant sur le terrain : le cahier des charges diététiques pour les cantines, les «journées des mamies dans les cantines», les kits éducatifs, les visites et les partenariats avec les artisans, etc.  
  • LES ARTS DU GOÛT : de la gourmandise à une culture générale de l’alimentation La question du goût traverse la quasi-totalité des savoirs enseignés à l’École. Elle se pose aussi, évidemment, dans les cantines scolaires, où le plaisir gustatif doit trouver sa place aux côtés des impératifs essentiels que sont la sécurité alimentaire et le respect de la diététique. Éduquer le goût revient, dans cette perspective, à favoriser l’accès à la richesse des patrimoines culinaires dont la vitalité demeure intimement liée à la connaissance et à la pratique qu’en auront les jeunes générations. Comment décrire une saveur ? Selon quelle logique se construit un repas ? Qu’est-ce que le «risque alimentaire»? Comment s’invente une variété de fruits ou de légumes? Notre ambition est simple : doter chaque élève d’une véritable culture générale alimentaire, qui lui sera utile tout au long de sa vie, sollicitant la gourmandise que Rousseau appelle «la passion de l’enfance». Le goût s’articule aux savoirs enseignés   Le plan pour les arts et la culture à l’École à l’École, à l’histoire, à la géographie, à l’expression orale et écrite qui permettent de dépasser le « j’aime/je n’aime pas » et d’argumenter sur ses préférences alimentaires. Les grandes orientations visent à : • Favoriser l’acquisition des catégories fondamentales du goût dès le plus jeune âge, la connaissance des saveurs, des textures, des grandes familles d’aliments, afin de permettre aux enfants de découvrir et de réfléchir à la richesse de la palette gustative. • Articuler les connaissances techniques aux patrimoines culinaires régionaux, en s’appuyant sur la géographie (climat, sol) et l’histoire culturelle (croisement des peuples dans une même région). • Faire cuisiner les élèves dans des classes de goût, avec des professionnels qualifiés (spécialistes des sciences du goût ou cuisiniers) et dans des locaux adaptés, pour initier enfants et adolescents aux logiques (notamment diététiques) à l’oeuvre dans un repas (en relation aussi avec les principes et les contraintes de confection des menus des cantines scolaires), à la transformation des aliments, à la mise en oeuvre inventive des recettes. • Favoriser et développer les initiatives existant sur le terrain : le cahier des charges diététiques pour les cantines, les «journées des mamies dans les cantines», les kits éducatifs, les visites et les partenariats avec les artisans, etc.  

Schools as Community Hubs Nov 09 Schools as Community Hubs Nov 09 Presentation Transcript

  • Hubs for All: Merging Education and Community in Everybody’s Schools Toronto District School Board Inner City Advisory Committee November 17, 2009 _____________________________________________ Presentation by David Clandfield
  • Hubs for All: Merging Education and Community in Everybody’s Schools
    • Everybody likes hubs
    • What exactly is a hub?
    • Barriers & solutions: school
    • Barriers & solutions: board
    • Barriers & solutions: local government
    • Getting from here to there
    • Beyond the fixed hub: the next generation
  • 1. Everybody Likes Hubs Hubs: only the name is new Early 1990s: “integrated services” watchword (MoE) 1980s: Inner City project schools (Toronto) 1970s: school daycare and the seamless day 1960s: the Community School which began in the 1930s: variants of the urban neighbourhood school 1920s: the progressive schools and John Dewey Always: village schools, North and South
  • 1. Everybody Likes Hubs Ontario supporters (2005-09) A recent list
  • 1. Everybody Likes Hubs Minister of Education Kathleen Wynne Premier of Ontario Dalton McGuinty Dr. Charles Pascal With Our Best Future in Mind Dr. Chris Spence, TDSB Director of Education
  • 1. Everybody Likes Hubs Common Points
      • Most propose both a school-level and a municipal level of governance and decision-making
      • Most recommend intergovernmental co-operation without proposing a clear alternative to the current model
      • Some do insist on the role of school hubs in community development
      • None (except the last) insists on the integration of school and community in the curriculum (see Dr. Spence Full-Service Schools , TDSB, 2009)
    • The hub spectrum
    • Community Use of Schools - permit system *
    • Parallel Use or Shared Use - time share system *
    • Co-location of community services - planned partnership **
    • Full-service schools - integrated service provision **
    • Full community hub school - full two-way relationship ***
    • * - market-driven model
    • ** - public policy model
    • *** - civil society model
    2. What Exactly is a Hub?
  • school community The City The Region daycare food health inter- generational learning centres sports fitness recreation culture performing arts visual arts food kitchen garden daycare + family services environmental showplaces waste, transport, snow, leaves green energy public mental adult ed settlement solar wind local history neighbourhood library geothermal
  • Schools and Gardens School garden, Bridgenorth Elementary, Ont., 1920 Footprint garden (FoodShare), James S Bell School, Toronto Eco-Platinum School, Rose Avenue, Toronto Green Thumbs/Growing Kids at Winchester School, Toronto
  • Firgrove Public School Toronto Schools with Community Kitchens Willow Park Public School Nelson Mandela Park Public School
  • France: Institutionalizing Gastronomy
      • Taste education in French national elementary curriculum since 1974
      • Community dimension: National Tasting Week in Oct. since 1989
      • Incorporated as a feature of national arts heritage in schools in 2000
    Schools as food hubs
  • Intergenerational Learning Centres In 2009, Buena Vista P.S., Colorado Springs, first closed, then resurrected as the New West Center for Intergenerational Learning Intergenerational Learning Center, West Seattle since 1991 2009: Lochrie report in UK recommends that Sure Start children’s centres evolve into intergenerational learning centres** **NB. A Sure Start model has been proposed in the Pascal report, but not the intergenerational dimension Reading Angels Baycrest School, Toronto Toronto Intergenerational Partnerships Volunteers in 100+ TDSB schools
  • Photovoltaic panels here reversed unpopular closing and became an Energy Hub - geothermal heating system with Gas Tax Fund grant Wind turbine, solar panels and… Schools as energy hubs Green roof Abbotsford Middle School, B.C. Wells-Barkerville Elementary School, B.C. Island Public/Natural Science School Jackman Public School TDSB bicycle energy
  • B.C. Neighbourhoods of Learning New elementary school and multipurpose complex Instructional space for 50 (!) students Community Kitchen Community Library Seniors’ meeting room Teen room Neighbourhood Centres for Learning and Development Port Clements, B.C. Vancouver School Board, B.C. - 2009 Pilot Projects
    • Full community hub embodies a 2-way process
      • Hubs facilitate , integrate and strengthen community development
      • Hubs facilitate, integrate and strengthen Learning for All
    • In the full community hub (Hub 2.0)
          • Education supports community development
          • Community development supports education
    • And as a pillar of civil society
      • It has a strong measure of local initiative and decision-making
    2. What Exactly is a Hub?
    • All schools and communities benefit from hubs
    • But, which communities benefit most from hubs?
      • Those who have least resources to begin with
      • Those who include most newcomers
      • Those who are most dissociated from school curriculum
      • Those who differ socio-economically and culturally most from school staff
    2. What Exactly is a Hub?
      • Social difference
    2. What Exactly is a Hub? “ Inner City” communities benefit from hubs Least resources Newcomers Alienation more community-building resources welcome and settlement language accommodation, community projects
      • intergenerational programs, teachers in community
    Greater integration of teachers and communities Locally engaged curriculum
  • As schools close, others take the displaced students: When a neighbourhood school closes, a hub is lost, so a community suffers, especially a disadvantaged one. When a neighbourhood schools reduces hub space, a community suffers, especially a disadvantaged one. 2. What Exactly is a Hub?
  • Appian P.S. Closed 1996 Private School East Don River Railway
  • Page P.S. closed in 1981 East Don River East Don River Private School
  • 3. Barriers and Solutions: School Barrier : Separated Sharing
      • Child Learners - Adult Learners
      • Day School - Night Classes
      • Teachers - Support and Maintenance Staff
      • School Staff - Community Members
      • Security Concerns
  • 3. Barriers and Solutions: School Solutions? Platforms for Hubs in the TDSB
  • Solution A. The Purpose-Built Community School
  • Solution B. The Purpose-Built Co-Location Humberwood Downs & Holy Child
  • Solution C. The Eco-School Jackman P.S.
  • Solution D. The Model School (Heart of the Community) Public Art Stonemasque Mosaics Willow Park JPS Somali Women and Childrens Network Settlement Worker Public Health Kingsview Village JS
  • 4. Barriers and Solutions: Board Examples of Policies and Practices as Barriers
      • Permit criteria
      • Grounds
      • Pools
      • Catering Facilities
    Solution: review each for curriculum development potential
  • 4. Barriers and Solutions: Board Examples of Policies and Practices as Barriers
      • User Fees
      • Green Energy
      • ARCs
    Solution: review in light of the importance of community development
  • 5. Barriers and Solutions: Local Govt. Provincially Controlled Barriers
    • Insufficient provincial support, broken formula
    • Local responsibility without taxation at school board
    • Huge maintenance backlog on school sites
    • Provincial incentives to dispose of “surplus” school sites
    • Separation of municipal council and school board powers
  • 5. Barriers and Solutions: Local Govt. Solutions: The Challenges
    • Strengthen local government
    • Maintain public assets for continuing public use
    • Bring taxation and decision-making together
    • Empower communities to develop themselves
    • Improve links at the local level
  • 5. Barriers and Solutions: Local Govt. European Decentralization Models: Positives and Negatives
    • Local education authorities replaced school boards in 1902 (UK)
    • Schools come under local municipal councils
    • b. Split system (France)
    • School programs and staffing under the ministry
    • School facilities under 3-tiered local municipal government
    • Positives: Municipality brings local taxes and decision-making together
    • Negatives: not conducive to integrative hub development
    • : community development and curriculum in silos
  • 5. Barriers and Solutions: Local Govt. Why a joint role for School Boards and Municipal Councils? Community Development Planning brings the City into it Integrating Community and Learning brings the School Board into it Bringing the two together provides a local tax base for hub development
      • Delegated trustees from both TDSB and TCDSB
        • (further thought needed for the French-language boards)
      • Delegated municipal councillors (but in minority)
      • Committees of the SFB would include non-voting representatives of Public Health, Food Council, Library Board, and other municipally organized agencies
      • Committees of the SFB would include non-voting representatives from parent, teacher, student, support staff, and other community-based groups
    A New Joint Local Governance Structure School Facilities Board (SFB) - Composition
      • Responsibility to maintain school board sites and facilities
      • Responsibility for capital school board projects
      • Responsibility for hub development in all its forms
      • Proper separation of Public and Catholic trustee voting where appropriate
      • Decisions affecting program delivery to be ratified or vetoed by the school board within a reasonable period
      • Ownership of school facilities to rest with School Boards
    A New Joint Local Governance Structure School Facilities Board - Responsibilities
  • A New Joint Local Governance Structure School Facilities Board (SFB) - Funding
      • Provincial grants in support of school facilities and the Community Use of Schools (CUS) - improved
      • Major provincial upgrading program for old facilities
      • Other Ministry transfer grants for co-located services
      • Responsibility for setting facilities portion of local taxes devolved to the Municipal Tax Department for the SFB
      • Criteria established to ensure inter-Board equity in the allocation of funds for facilities and hub development
      • SFB to distribute CUS funds to local school communities
        • Broader membership and a broader mandate
        • In addition to current responsibilities
        • Monitoring and reporting on site conditions
        • Receiving and administering SFB funds for hub development
        • Helping incorporate community/parallel uses into curriculum
    School Councils would have to become School Community Councils
  • 6a. Getting from Here to There
    • Short term - Convert ARC process into hub development
    • Short term - Develop hub plans in all School Councils
    • Medium - Ward-wide Parallel Use Committees (or clusters)
    • Medium - Board-wide Hub Development Committee
    • Medium - Board-City Joint Hub Planning Committee
    • Long-term - School Facilities Board
  • 6b. Build hubs as enrolments decline
    • Use ARCs to transform schools into hubs
    • Identify community development (CD) gaps that can be met
    • Identify community connections and public funding sources
    • Distinguish bridging solutions from long-term development
    • Grant high priority to schools with high CD potential
      • Model Schools and their Clusters
      • Other high LOI Schools
      • Older Community Schools and Eco-Schools
    • Political action: Community Schools Alliance
    • Urge City of Toronto and TCDSB to do the same
  • 7. Beyond the Fixed Hub: the next generation
    • For new construction
    • The continuously evolving community hub
      • small elementary schools with small catchment areas
      • built for maximum flexibility of use
      • adaptable to small-scale demographic change
      • expands public services as school shrinks or vanishes
      • may even include housing options
      • the return of the local school is always an option
  • Bringing education and community together in a full two-way partnership and protecting the public interest at the local level Hubs for All: Merging Education and Community in Everybody’s Schools