Authority Structure of Saskatchewan Schools Provincial Government Department of Education School Board School Community Councils Principal Vice-Principal(s) Department Heads Teachers Paraprofessionals and Staff Regional Offices Local Boards PTA/ Home & School S.S.T.A L.E.A.D.S. S.T.F.
Role of the Province
1. To establish the legal framework for education—The Education Act —which:
describes the duties and responsibilities of the Minister and how other constituencies relate to the Minister and Department of Education, now called “Saskatchewan Learning.”
Provides the systems for financing and administering education at provincial and local levels
Establishes school divisions, defines and develops curricula, certifies teachers
2. To provide equitable means for the development, administration and delivery of educational services
attempts to equalize funding available across all educational jurisdictions in the province through grants to school divisions
Defines roles, rights, and responsibilities
provides for local control of public education
provides alternatives to the regular school (home-based schooling, correspondence school, etc.)
provides assistance for capital building and equipment purchases
Role of the Province
3. To protect the public interest in education and protect the rights of individual citizens
4. To establish province-wide educational policy and provide accountability to the public for that policy (education is very expensive & the public has a right to know how its money is being spent)
5. To ensure fair and equitable access to education, subject to reasonable limitations
Minister of Education (§ 3)
An elected MLA from the government (usually the party in power)
Duties (shall) & Powers (may)
in general, carries out the provisions of the Education Act
Provides goals, objectives, and overall planning strategy for the system as a whole
provides courses of study (i.e., provincial curriculum)
defines acceptable curricular materials
certifies (and decertifies) teachers
provides in-service education programs for teachers
hires and oversees the education bureaucracy
Ken Krawetz Lieutenant Governor in Council may make Regulations (§ 370)
Deputy Minister of Education
Master of Arts in Education – Simon Fraser University, Burnaby, British Columbia
Bachelor of Education – University of Regina
November 2007 – present – Deputy Minister of Education
August 2002 – November 2007 - Superintendent, Curriculum and Support Services, Regina Public School Board; Regina, Saskatchewan
August 1990 – July 2002 - Elementary principal, secondary principal and assistant superintendent in – Regina Public School Board; Regina, Saskatchewan
February 1985 – June 1986 – Director, Communications and Health Education with the Department of Health, Government of Saskatchewan
Teachers certificates in Saskatchewan, Ontario, Alberta and British Columbia
2004 - Received United Way of Regina President’s Award for exemplary community service.
1995 – 2004 - United Way of Regina Board Member and Chair.
2001 – present – Member of the Saskatchewan Prayer Breakfast Committee
Recipient of the Canada 125 Commemorative Medal
Department Regional Offices
Three Regional Offices: Northern Region, Central Region, Southern Region
each Regional Office is headed by a Regional Director
formal liaison between school divisions and Sask. Learning
provide assistance to Divisional Administrators and School Boards
provide liaison with other Departments of Government (e.g., Social Services, Health, Justice, etc.)
employ Co-ordinators of Curriculum and Special Education
Three Administrative Regions
School Divisions, by Location, 1991-92 to 2001-02 As of May 2010, amalgamations had reduced the number of Boards to 29 Figure 11b: Total Number of Saskatchewan Schools, by School Location and School Type, 2003-04 to 2008-09 Note: This figure shows schools in the 29 school divisions in Saskatchewan, including independent schools associated with a school division. The classification of a school as urban, rural or north is determined by school address. If it has a city address, it the school assumed that the school serves urban students. Addresses with site numbers are assumed to be rural. Separate schools include those in Roman Catholic separate school divisions and one Protestant separate school division. The one Francophone school division is called the Conseil des écoles fransaskoises (CÉF). Source: Ministry of Education. (2009). Education Finance and Facilities. Regina, SK
Education Equity Task Force
Amalgamations 2005 – 2006
Each school Division has a Board of Education, elected every 3 years
Consists of 8 to 10 members (at the discretion of the Minister)
Each Board must meet at least six times per year (§§ 72, 73, 74), meetings are open to the public (§ 80) and all questions are decided by a majority vote (§ 78)
Each Board must employ a Director of Education (the Chief Educational Officer—CEO—of the Division) and a Secretary-Treasurer (the Chief Financial Officer of the Board, subordinate to the Director)
“ Creatures” of the Legislature School Boards are
Duties & Powers of School Boards
Duties of the board of education
85(1) Subject to section 86 . . ., a board of education shall:
(a) administer and manage the educational affairs of the school division in accordance with the intent of this Act and the regulations;
(b) exercise general supervision and control over the schools in the school division and make any bylaws with respect to school management that may be considered necessary for effective and efficient operation of the schools;
(c) subject to the other provisions of this Act, approve administrative procedures pertaining to the internal organization, management and supervision of the schools, but educational supervision authorized by the board of education is to be subject to the approval of the department;
Duties & Powers of School Boards
manage the affairs of the School Division
oversee the operation of all schools in the Division
approve administrative procedures
provide and maintain school accommodations including facilities and equipment
appoint teachers and other employees
prescribe age and time of entry to kindergarten & Grade 1
determine attendance boundaries within the Division
authorize and approves locally developed courses
provide for transportation of pupils
oversee Home-based Schooling within the Division
suspend and expel students
cooperate in the preparation of future teachers
Roles of Division Level Administrators
Director (CEO, §108, Qualifications & Appointment, E-0.1 Reg 1 §§5, 6), appointed by the Board (by contract which usually specifies a renewable term)
Duties (§ 109):
ensure the schools operate in accordance with the Education Act
meets with and advises the Board
provides liaison between the Board and the public
provides supervision of schools, in-school administrators, teachers, etc. (this includes responsibility for professional development and performance evaluation of staff)
recruits and hires teachers and support staff
provides reports to Sask. Learning
responsible for the day-to-day operation of the School Division
provides “educational leadership”
Secretary/Treasurer (§ E-0.1 Reg 1 §15)
appointed by the Board
Chief Financial Officer of the Board, but subordinate to the Director
Duties (§ 110):
record proceedings, minutes and policies of the Board and make these available upon request
generally assigned a specific area or areas of responsibility, i.e., personnel, special education, student services, etc.) or responsibility for a particular “family” of schools in a large school system
Consultants (Appointment, E-0.1 Reg 1 § 7)
frequently highly qualified and experienced “Master Teachers,” appointed by the Board on a term contract
duties not specified in the Act
generally assigned to provide leadership in a specific curricular area or areas (i.e., language arts, sciences, physical education, arts education, library, etc.)
School Councils Provincial Government Department of Education School Boards School Community Council The School Regional Offices Local Boards Home & School All Other Associations
The Shape of School Councils in Saskatchewan?
Who is on a School Community Council “ Membership of school community council Subject to the regulations and the policies of its board of education, every school community council shall consist of: (a) no fewer than five and no more than nine elected members to represent parents of pupils and community members; and (b) appointed members. Terms of office Subject to subsection (2), each elected member of a school community council holds office for two years and is eligible for re-election.
Who is on a School Community Council
Membership of school community council (election & appointment policies and procedures to be determined by the School Board);
5 to 9 parents and/or community members elected by parents and/or community members (majority must be parents)
Members appointed by the Board of Education;
1 or 2 secondary students,
the school’s principal,
1 teacher from the school
1 person from each reserve represented by students at the school
Others as deemed necessary.
The Role of the School Community Councils
SCCs are recognized in legislation as the official Parent/Community voice within their school. The SCC operates within the framework of Board Policy and Applications
Every school community council shall:
(a) facilitate parent and community participation in school planning;
(b) provide advice to its board of education;
(c) provide advice to its school’s staff;
(d) provide advice to other agencies involved in the learning and development of pupils; and
(e) comply with the regulations and the policies of its board of education.
The Role of the School Community Councils
Duties: A school community council shall:
(a) undertake activities to enhance its understanding of the community’s economic, social and health needs, aspirations for pupils’ learning and well-being, and resources and supports for the school, parents, guardians and community;
(b) in co-operation with the school staff, develop and recommend to its board of education for approval a learning improvement plan that is in accordance with the school division’s strategic plan;
(c) perform any activities assigned to it in a learning improvement plan approved by the board of education;
(d) communicate annually to the parents, guardians and community members about its plans, initiatives and accomplishments;
(e) account publicly for the expenditure of funds related to the operation of the school community council;
(f) participate in orientation, training, development and networking opportunities in order to enhance its capacity to fulfill its responsibilities; and
(g) not discuss or disclose personal confidential information about or complaints about any pupil, family member or guardian of any pupil, teacher, administrator or other employee of or member of the board of education.
The Role of the School Community Councils
A school community council may:
(a) provide advice and recommendations to the board respecting policies, programs and educational service including fundraising, school fees, pupil code of conduct, discontinuance, school closure, religious instruction, instruction but not including educational service delivery by a specific teacher;
(b) provide advice to the school staff respecting school programs; and
(c) provide advice to other organizations, agencies and governments on the learning needs and well-being of pupils.
The Role of the School Community Councils
So . . . .what is not the Role of the SCCs
It is not the role of the SCC to:
Manage school operations
What is the Work of the SCC’s?
The SCC is accountable to their community.
The Work of the SCC includes:
learn about the demographics of the school community - School Profile
take part in setting the “Vision” for their school
support parent and community involvement in the school
help parents to support their children’s learning
have input into the “School Success Plan”
provide advice on the “Student Code of Conduct”
provide advice on school fees and fundraising plans
communicate with the local community
work together with the school to improve student learning
manage a SCC Grant of $2000 (through the Business & Finance Department)
provide advice to the School Board through the Board/Council Forum
What is not the work of the SCCs?
The SCC operates within the framework of the School Board Policy and Applications
Their work must NOT include:
matters which are the responsibility of the Board as outlined in the Education Act
matters which are the responsibility of the Principal and/or staff as outlined in the Education Act and Board Policy
matters involving personnel or pertaining to specific students
The SCC Grant ($2000)
Each SCC is allocated $2000 from the government for the operation of the school community council.
These funds will have a specific budget line within the school budget and will be directed by the Council and managed by the Treasurer through the Principal.
Meetings, communication and in some circumstances transportation expenses are normal costs of operation.
The SCC Grant ($2000)
A SCC will “ . . . undertake activities to enhance its understanding of the community’s economic, social and health needs, aspirations for pupils’ learning and well being, and resources and supports for the school, parents, guardians and community;” . . . The Education Amendment Regulations, 2006. Section 3.92A
In addition SCCs may wish to engage some expert assistance from time to time.
The SCC $2000 grant from the government will be tracked through the school account which is managed by the Principal.
The Treasurer will account publicly for the expenditure of these SCC funds at the close of each school year.
In support of these initiatives, SCC grant monies will be directed toward such expenses as:
parent education resources
printing of cheques
food for meetings
registration costs for workshops for SCC members
honoraria for guest presenters
materials necessary for council operation etc.
events that strengthen the home/school/parish/community bond
SCC Grant Accountability
All government funds allotted to schools must be tracked according to guidelines set by Sask Learning.
Forms and templates are provided to SCC Treasurers to assist in accounting for these government funds
Forms will be provided in the SCC Handbook Binder
Duties of Principals
175 (1) Subject to the stated policies of the board of education or the conseil scolaire and to the regulations, a principal, under the supervision of the director, shall be responsible for the general organization, administration and supervision of the school, its program and professional staff for administrative functions that pertain to liaison between the school and the board of education or the conseil scolaire and its officials.
(2) The principal shall:
(a) organize the program of courses and instruction approved by the board of education or the conseil scolaire for the school;
(b) assign, in consultation with members of the teaching staff, the duties of each member of the teaching staff;
(c) prescribe the duties and functions of assistants and support staff;
(d) exercise general supervision over the work of:
(i) all members of his or her staff; and
(ii) supervise other employees of the board of education or the conseil scolaire whose duties relate directly to the care and maintenance of the school building and its facilities;
(e) exercise general supervision over the well-being and good order of pupils while the pupils are at school or participating in school activities;
(f) provide leadership for enhancement of the professional development of staff;
(g) cooperate with the universities in programs for the education and training of teachers;
(h) conduct, in cooperation with the teaching staff, a continuing program of planning and evaluation with respect to the objectives, curriculum, pedagogy and effectiveness of the instructional program of the school;
Duties of Principals
(i) define and prescribe the standards of the school with respect to the duties of pupils and give direction to members of the teaching staff and to pupils that may be necessary to maintain the good order, harmony and efficiency of the school;
(j) administer or cause to be administered any disciplinary measures that are considered proper by him or her and that are consistent with this Act;
(k) establish, in consultation with the teaching staff, the procedures and standards to be applied in evaluation of the progress of pupils and in making promotions;
(l) develop, in cooperation with the teaching staff, procedures for preparation of reports to parents or guardians on the progress of pupils and establish mutually acceptable and beneficial channels for communication between the school and parents or guardians of pupils;
(m) maintain regular liaison with the director with respect to all matters pertaining to the well-being of the school, the staff and the pupils;
(n) advise and make recommendations to the director with respect to the staffing of the school;
(o) prepare and furnish to the director, the board of education or the conseil scolaire and the department any reports and returns that may be required from time to time with respect to the school; and
(p) exercise leadership in cooperation with the director and the board of education or the conseil scolaire in the promotion of public involvement in educational planning directed towards the improvement of education in the school and in the school division or the francophone education area.
1995, c.E-0.2, s.175.
Department Heads (Old Regina Public)
Under the direction of the Principal and within the policies and regulations of the Board and as may be required by law, the incumbent shall assist with the general administration of the school and shall assume responsibility for leadership and coordination of the instructional program in one or more assigned subject areas.
Roles of Department Heads (Old Regina Public)
To assist the Principal, in cooperation with the heads of other departments, in the general organization and management of the school. Areas of shared responsibility and/or consultation might include:
selection of staff
placement of interns
placement of students
attendance and discipline of students
To call and conduct regular department meetings to discuss matters relative to the department and to ensure that a record of the minutes of such meetings is kept.:
Additional Role Expectations
To assist in the preparation and organization of special events as authorized.
To serve, along with department heads from other schools, on any advisory committee which may be established, from time to time, by the Superintendent, Curriculum and Instruction Division.
To satisfy other such expectations as may be assigned by and through the Principal.
FUNCTIONS AND DUTIES OF TEACHERS
General duties of teachers
231 (1) A teacher is responsible, in cooperation with staff colleagues and administrative authorities, for:
(a) advancing the educational standards and efficiency of the school;
(b) participating in educational planning by the staff and the board of education or the conseil scolaire; and
(c) advancing his or her personal professional competence.
(2) A teacher shall:
(a) diligently and faithfully teach the pupils in the educational program assigned by the principal;
(b) plan and organize the learning activities of the class with due regard for the individual differences and needs of the pupils;
(c) cooperate with colleagues and associates in program development and teaching activities pertaining to the class and individual pupils;
(d) maintain, in cooperation with colleagues and with the principal, good order and general discipline in the classroom and on school premises;
(e) conduct and manage assigned functions in the instructional program in accordance with the educational policies of the board of education or the conseil scolaire and the applicable regulations;
(f) keep a record of attendance of the pupils for statistical purposes in the form that the department may prescribe or in any other form that may be recommended by the principal and approved by the minister;
(g) report regularly, in accordance with policies of the school approved by the board of education or the conseil scolaire to the parent or guardian of each pupil with respect to progress and any circumstances or conditions that may be of mutual interest and concern to the teacher and the parent or guardian;
(h) participate, under the leadership of the principal, in developing cooperation and coordination of effort and activities of members of the staff in accomplishing the objectives of the school;
(i) exclude any pupil from the class for overt opposition to the teacher's authority or other gross misconduct and, by the conclusion of that day, report in writing to the principal the circumstances of that exclusion;
FUNCTIONS AND DUTIES OF TEACHERS
(j) furnish, on request, to the board of education or the conseil scolaire, the director, the principal or the minister, any data or information in the teacher's possession respecting anything connected with the operation of the school or in any way affecting its interests or well-being.
(k) deliver up any school records or other school property of the school division or conseil scolaire in the teacher's possession when leaving the employment of the board of education or the conseil scolaire or when requested in writing by the board of education or the conseil scolaire to do so;
(l) exclude from the teacher's classroom any pupil suspected to be suffering from, or of being convalescent from, or in contact with, a communicable disease and immediately report that exclusion to the principal who shall give notification of the exclusion and the reasons for it to the medical health officer;
(m) re-admit to the classroom, on production of a written certificate from the medical health officer, any pupil who has been excluded pursuant to clause (l);
(n) cooperate with the colleges of education of the universities in the education and training of teachers in accordance with the regulations and any policies of the board of education or the conseil scolaire with respect to access to the school and its facilities for that purpose;
(o) attend regularly all meetings of the staff convened by the principal or the director;
(p) advance or promote pupils in their work in accordance with the promotion policies of the school and under the general supervision of the principal; and
(q) cooperate with supervisors, consultants and other personnel, and undertake personal initiatives in activities intended or designed to enhance in-service professional growth and the development of professional competence and status.
Responsibilities of Paraprofessionals
Assist the teacher
Monitor student progress
Provide feedback to the student and teacher
Observe and report student progress on assigned tasks
Ask for clarification
Roles of Teachers with Paraprofessionals
Meet regularly with the paraprofessional
Develop and seek a common vocabulary & positive working relationship with the paraprofessional
Identify needs of the student
Design instructional strategies
Assign tasks to the paraprofessional
Communicate expectations clearly and explicitly
Design monitoring/feedback mechanisms
Report to the parents where appropriate
Handle severe discipline and management problems (these are not to be left up to the paraprofessional)
Solicit input from the paraprofessional concerning the student’s progress, management, etc.
Evaluate the work of the paraprofessional
Paraprofessionals may NOT substitute for teachers!
While assignments vary a great deal, the following are common types of duties:
Work with a particular student or students under the supervision of a Speech and Language Pathologist
Work in Community School, planning and implementing large group activities, doing community liaison work, etc.
Work one-on-one with a physically disabled or mentally handicapped child (e.g., teaching motor skills and/or behavioral/social skills, hygiene care, feeding, etc.)
Work as a library technician (controversial role)
Structure of the S.T.F. Executive Council Special Subject Councils General Staff Administrative Staff Ad Hoc Committees Advisory Committees Discipline Committee Professional Competency Committee Saskatchewan Teachers Local Associations Executive and Operative Legislative and Operative
Structure of the S.T.F.
§4 of the Saskatchewan Teachers Federation Act
(1) The objects of the Federation shall be:
(a) to promote the cause of education in Saskatchewan;
(b) to raise the status of the teaching profession;
(c) to promote and safeguard the interests of teachers and to secure conditions which will make possible the best professional service;
(d) to influence public opinion regarding educational problems
(e) to secure for teachers a greater influence in educational affairs;
(f) to afford advise, assistance and legal protection to members in their professional duties and relationships.
(2) The Federation may take any measure, not inconsistent with this Act, that it deems necessary in order to give effect to any policy adopted by it with respect to any question directly or indirectly affecting teachers.
S.T.F. Code of Ethics
Members of the STF are bound by the following Code of Ethics, which has been set by the Council:
Commitment to the Student
a) To deal justly and considerately with each student.
b) To respect the right of each student to form his or her own judgement based upon knowledge.
c) To encourage each student to reach the highest level of individual development.
d) To seek constantly to better serve the needs of students by designing the most appropriate learning experiences for them.
Commitment to the Employer
a) To adhere to the conditions of his or her contract until it has been legally terminated.
b) To engage in no outside employment which will impair the effectiveness of his or her professional service.
c) To resign from his or her present position immediately after signing a contract with another board.
d) To apply for a position on the basis of his or her highest professional and legal qualifications.
e) To render professional service to the best of his or her ability.
f) To be consistent in the execution of school policies, and in the enforcement of rules and regulations.
g) To be aware of the need for changes in school system policies and regulations and actively to pursue such changes.
Commitment to the Profession
a) To conduct one's self at all times so that no dishonour befalls the individual teacher or the teaching profession.
b) To participate actively in Federation affairs, working at local and provincial levels for needed changes in Federation policy, and respecting those decisions made by elected representatives.
c) To make valid criticism of an associate only to appropriate officials, and then only after the association has been informed of the nature of the criticism.
d) To apply for specific positions only if they are not already held by other teachers.
e) To make the teaching profession attractive in ideals and practices so that able persons will desire to enter it.
f) To respond unselfishly to colleagues seeking professional assistance.
g) To adhere to all terms of a duly negotiated collective agreement.
h) To be objective in all evaluations concerning the work of other teachers.
i) To keep the trust under which confidential information is exchanged.
j) To observe a reasonable and proper loyalty to the internal school administration.
k) To act to eliminate discrimination in education.
Commitment to the Community
a) To perform the duties of citizenship.
b) To keep the public informed of and appropriately involved in decisions about educational programs.
c) To use educational facilities for purposes consistent with board policy.
d) To protect the educational program from exploitation.
e) To participate in community and professional activities, provided there is no unresolved conflict with obligations to students.