The AdvocateOASBO

A Publication of the Ontario Association of School Business Officials

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A Publication of the Ontario Association of School Business Officials

OASBOPublished by

1630 Ness Avenue Suite 300 Winnipeg, MB R3J 3X1 Tel (800) 665-2456 Fax (204) 947-2047 Web site: www.naylor.com

Published for the Ontario Association of School Business Officials 144 Main Street N., Suite 207 Markham, ON L3P 5T3 Tel (905) 209-9704 Fax (905) 209-9705 Web site: www.oasbo.org E-mail: office@oasbo.org

©2015 Naylor (Canada) Inc. All rights reserved. The contents of this publication may not be reproduced by any means, in whole or in part, without the prior written consent of the publisher.

Group Publisher: Angela Caroyannis

Editor: Andrea Németh

Project Manager: Kim Davies

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CONTENTSFEATURESExEcUTivE DiREcTOR’S MESSAGE ..........................................................................................7 OASBO’s Executive Director Bill Blackie reviews the association’s recent activities and goals.

ThE START OF A BEAUTiFUL FRiEnDShiP ...............................................................................8 An experienced employee is often the ideal person to recognize certain qualities in another employee and point the way to success through a mentoring relationship. By Michelle Morra-Carlisle

A RESOURcE GUiDE FOR BEST PRAcTicES FROM ThE LEnS OF

cOMMUniTy USE OF SchOOLS ............................................................................................. 11 The CuS Standing Committee began the 2014-15 school year by engaging a research team to assist in the development of a “Best Practices Guide.” By Debbie Ogilvie, Community Use of Schools Outreach Coordinator, Niagara Catholic District School Board

2014 OASBO SchOLARShiP WinnERS .................................................................................. 12 Once again, OASBO is providing two scholarships to students moving on to post-secondary education.

ShARED TEchnicAL SERvicES PiLOT PROjEcT ............................................................... 13 The new Shared Technical Services Pilot Project, a joint effort between ECNO, OASBO iCT and funded through the Effectiveness and Efficiency (E&E) Advisory Committee under COSBO, is the first step in establishing a framework and governance model that will facilitate and support the sharing of technical services across the Province in K-12 through the use of cloud services. By Ron Plaizier, Chief Information Officer, Kawartha Pine Ridge DSB Chair, Shared Technical Services Advisory Committee

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As another school year draws closer, i look back over the initia-tives and activities of the various

committees and the Board of Directors. i continue to be impressed with the qual-ity and diversity of the work done by OASBO members. More and more often, OASBO is being seen as the “go to” organization for issues in education.

The two joint meetings of the Board of Directors and the Committee Chairs were very effective. The meetings pro-vide an opportunity for sharing ideas and activities. These open discussions provide an opportunity to explore areas of common interest for committees. One area that was explored was communi-cations both within the association and with external groups. A suggestion from the chairs that we seek out a commu-nications/public relations firm to help us with our communications plan and implementation was supported by the Board and we are currently conducting a search for that support.

The association continues to use two web sites. Our public face with regis-tration for various events and general information is www.oasbo.org. We are still using the “Ning” space for much of the networking opportunities. it is my hope that we can migrate all of our activities to the OASBO site in the com-ing months. in addition to these sites, as an affiliate of the Association of School Business Officials international all of our members have been given access to the Global Education Network. This site provides the potential for deep and

■ Executive Director’s Message

By Bill BlackieOASBO Executive Director

rich discussions with other education business leaders across the globe.

OASBO continues to be part of the Canadian group of school business associations. The group includes British Columbia, Alberta, Saskatchewan, Manitoba, Ontario and New Brunswick. Executive directors and executive mem-bers of the provincial associations meet twice each year to share practices and information.

it is never too early to start looking at the upcoming year. OASBO continues to look for ways to provide support and service to its members. in our purpose statement we identify using leading busi-ness practices for the support of our students. To realize this purpose, we commit to three strategic directions: pro-fessional development, enhanced com-munications and building partnerships. i challenge the Board and committees to establish objectives that would help us realize our purpose. These objectives could be shared in the first meeting of chairs and the board next year.

And, finally, a question. is it time for OASBO to have a presence on a social network such as Facebook or Twitter? A number of u.S. districts have moved to this presence and use it to provide information and collect comments from both members and non-members. if you have an opinion, share it by sending your comments to me at bill@oasbo.org and i will use your comments to improve our outreach and desire to have OASBO recognized as a significant source of information and best practice. ■

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ThE STarT Of a BEauTiful friENdShipPeoPle who are oPen to mentoring can vastly enrich their careersBy Michelle Morra-carlisle

Employers learn over time that employ-ees don’t always immediately recognize their own great potential. An experienced

employee is often the ideal person to recognize certain qualities in another employee and point the way to success. That’s where the mentor comes in.

8 Spring/Summer ■ 2015

While some people might

be tempted to resist

change, stay put and keep

to themselves, a mentor

prevents the mentee from

becoming isolated and

professionally introverted.

“it is the mentor’s role to recognize that the individual has more to offer the organization, and to say, ‘You really should put your name forward for this committee or this project, i think you’d be a good fit’,” says Steve Shaw, an OASBO director and the Regional Manager of Operations with the Toronto District School Board. Early in his career, a senior staff person took an interest in his abilities. His informal men-tor would ask him about his aspirations, make Professional Development sug-gestions, recommend that he become more involved in certain aspects of the organization, and put his name forward for “stretch assignments” that would expand Shaw’s capabilities.

“He put me into situations where i was involved in work that was outside of what i would typically do,” Shaw says, “where i would deal with more senior people or in different parts of the organization i wouldn’t normally have associated with.”

Role of the MentorMore formally, here is how men-

torship works: The mentor assesses where more junior employees are in their career, reviews their goals and organi-zational responsibilities, and develops a plan to help them move forward. That support can happen by telephone, by email, and in person. The mentor’s role is also:

To keep an eye out for up-and-comers in the organization, and for people with a passion for certain aspects of the job. “Sometimes all it takes is to recognize that little spark in the individual,” Shaw says.

To guide. Mentoring isn’t about solv-ing problems for people but, rather, pointing out their options. The mentor might clear obstacles so that the men-tee can join committees and projects, perhaps by putting in a good word with those in charge of the committee or project.

To challenge. Mentoring is not only about praise, it’s about giving feedback when something is not working well. Mentoring is also not about dumping extra work on a co-worker; it’s about giving them more challenging work to enhance their skills.

how the Mentee BenefitsTo receive mentoring is to receive:Guidance. The mentor offers exper-

tise, a second set of eyes, and much more. That senior person can connect the mentee to contacts, resources and associations, and provide informa-tion on sector-specific nuances that a newcomer might find intimidating or confusing.

A sense of belonging. imagine being suddenly placed into a group at a much higher level in the organi-zation, and realizing that you possess knowledge and skills that can help them! Venturing into other departments—with a senior employee’s encouragement and support—increases the mentee’s knowledge, confidence and profile.

Prospects. if a job competition comes up, the mentee will have valu-able experience from which to draw. Being able to describe one’s role on a successful project team is much more effective than simply stating one’s title or general job description.

An immediate friend. A mentor can help build the new person’s professional network very quickly. This friend also serves as a sounding board for new ideas or initiatives, and a confidential, empathetic ear when problems arise. Shaw makes a point of remaining acces-sible to his mentees. “i’m here for them if they run into problems,” he says. “if they’re stuck and can’t move beyond a certain point, i will brainstorm with them.”

A gentle push. While some people might be tempted to resist change, stay put and keep to themselves, a mentor prevents the mentee from becoming isolated and professionally introverted. The mentor knows that success in the school board sector requires networking and participating on a larger scale.

how the Mentor BenefitsLyndsey Kendall believes it’s a mis-

conception that mentoring only ben-efits the mentee. “While the relationship might start out that way, the expecta-tion is that as the mentee grows, so will the mentoring relationship,” says the Staff Development Coordinator, Organizational Support Services, HRS

at Thames Valley District School Board. “ultimately, the mentor and mentee reach a place where they mutually gen-erate and share ideas.”

Other rewards the mentor can expect include:

A fresh perspective. “New blood” brings new thoughts, new experiences and new ideas. A relative newcomer can provide alternatives that the school board veteran might never have con-sidered. Mentoring also allows highly experienced employees to reflect on their own experiences and growth and see their role through a new lens.

A sounding board. Sometimes even veterans need confirmation that their approach and ideas are valid. “People always need to learn, regardless of their level of experience,” says OASBO Past President Shesh Maharaj, who is Superintendent of Corporate Services and Treasurer, Waterloo Catholic DSB. Besides keeping in regular contact with his own career mentor, Maharaj has for-mally mentored many people himself both in the educational sector and in the accounting field. “We can never know it all, but through mentoring and networks, knowledge and support are available,” he says.

how the Organization Benefits

Employers that buy into mentoring consider it a valuable tool in terms of developing staff and empowering employees to be responsive to the system needs. According to Maharaj, a mentoring relationship ensures the school board is employing best prac-tices and working with current informa-tion. “it provides credibility to staff, and

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ensures boards continue to be prudent stewards of public resources,” he says.

The organization benefits in other ways, too. if there are long-term absences, a mentee might be prepared to step in as needed. At a senior level, Maharaj says, mentoring has two major benefits. The first is a trickle-down effect; as staff improve their skills, the beneficiaries are the students. The sec-ond is that mentoring often spreads. “Wanting to help others is contagious, and the effect of a single mentoring rela-tionship can compound into a web of knowledge exchange and interaction,” he says.

Paying it ForwardWhenever Kendall has received

mentoring, it has happened informally. Senior people, at different times in her career, have mentored her in different ways. “it’s a natural development of a working relationship where they have a lot to teach, and i have a lot to learn,” she says. in her position at the TVDSB she has used that experience to develop a framework for a formal mentoring pro-gram for support staff. And so the cycle continues, to everyone’s benefit.

She calls mentoring “a unique and formidable opportunity to build capac-ity in the staff within an organization.” in the education sector’s foreseeable future she would like to see mentor-ing partnerships transforming into a more integral part of the succession planning process—not just support in a current role, but with the scope of promotional practice.

Shaw, too, considers himself fortu-nate to have been mentored. Today he gives stretch assignments to certain individuals in his department. To those who are willing, he offers the occasional nudge in the right direction, just as he was nudged earlier in his career. He does occasionally encounter people who “don’t have time” to be mentored. in those cases he just moves on, remaining available to those who do want guidance.

“ultimately, being the mentor is being committed to making the workplace better for as many people as you can,” Shaw says. “And you do it one individual at a time.” ■

10 Spring/Summer ■ 2015

Through the provision of Ministry of Education funding, the Community use of Schools (CuS)

Committee began the 2014-15 school year by engaging a research team to assist in the development of a “Best Practices Guide.” The purpose of the guide to so align with OASBO’s focus this year on mentoring with an emphasis on sharing and exchanging data related to best practices. Moreover, the guides i intended to broaden and deepen our collective understanding of best prac-tices and to identify opportunities to leverage and weave together those recognized initiatives around commu-nity use.

Work on the guide started in June 2014, with the creation of a Resource Guide Task Team comprised of eight CuS Committee members. They were charged with creating a formal Request for Proposal to hire a bilingual researcher/writer for the project. Three excellent submissions were received in September, and all of them were reviewed and evaluated through a for-mal ranking process. Accordingly, we secured the services and expertise of WoodGreen Community Services in Toronto to lead the project.

At a subsequent fall CuS Committee meeting in Toronto, WoodGreen staff facilitated various exercises to help identify concerns and recognize best practices experienced within our roles. CuS Committee members were encouraged to provide information on what had proven to be effective rela-tive to local policies, practices and partnerships.

a rESOurCE GuidE fOr BEST praCTiCES frOm ThE lENS Of COmmuNiTy uSE Of SChOOlSBy Debbie Ogilvie, community Use of Schools Outreach coordinator, niagara catholic District School Board

Following this meeting, WoodGreen engaged all CuS Committee members by developing and sending an electronic survey for their input. Survey input from CuS staff at all 72 school boards was received! The survey was followed up by in-depth face to face and telephone interviews through which valuable infor-mation was gathered.

Participants were assured that the shared information was confidential and that staff and Boards would not be identi-fied specifically in any further publication.

As a result of this exceptional team-work, the CuS Committee is preparing to unveil its Best Practices Guide at the 2015 OASBO annual conference in May.

We wish to recognize the Ministry of Education for their funding, especially

Django Keita and Michelle Goveas for their support; OASBO staff Bill Blackie, Ljiljana Allgeier and Suzanne Fernandes for providing expertise and administra-tive support; WoodGreen for their hard work, dedication and for keeping the conversations moving forward; and spe-cial acknowledgement and thanks to our CuS Research Guide Task Team for the commitment to this project. Special thanks are also extended to all 72 school boards across Ontario that participated, with enthusiasm, in the focus groups, surveys and interviews. With all of your input regarding procedure and conven-tions, we will have an effective document that will be instrumental in guiding and applying best practices productively across our collective school boards. ■

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Once again, OASBO is providing two scholarships to students moving on to post-secondary education. This year our congratulations go out to Alana Giambattista and Kyleigh MacLeod. in addition to excellent academic performance this year’s

winners have made significant contributions to their school and community.Alana graduated with honours from St. Elizabeth Catholic High School in Thornhill and

plans on pursuing a secondary education in business at the Schulich School of Business at York university. As well as serving as a volunteer for the Eye Foundation of Canada, Breast Cancer Foundation and the Angel Foundation for Learning, she has been involved in dance events both at school and the community. These provided a chance to demon-strate general leadership, marketing and choreography.

Kyleigh graduated from Barrie North Collegiate and has been on the Honour Roll every year and earned a number of Academic Excellence Awards. She is enrolled at Fanshawe College pursuing a Bachelor of Science degree in Nursing. She has been involved as a day camp counsellor and an Age Group director and volunteered as a respite worker for children with special needs. At school she was an active member of the students’ council.

We wish the recipients continued success as they move to this next step in their education journey. ■

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While the title description may sound a little dramatic, the new Shared Technical

Services Pilot Project, a joint effort between ECNO, OASBO iCT and funded through the Effectiveness and Efficiency (E&E) Advisory Committee under COSBO, is the first step in estab-lishing a framework and governance model that will facilitate and support the sharing of technical services across the province in K-12 through the use of cloud services.

SharEd TEChNiCal SErviCES pilOT prOjECT“ONE Small STEp fOr iCT EffiCiENCiES, ONE GiaNT lEap fOr SChOOl BOardS iN ONTariO”

By Ron Plaizier, chief information Officer, Kawartha Pine Ridge DSB chair, Shared Technical Services Advisory committee

School Boards in Ontario are fac-ing increased challenges in provid-ing technical services and support to a growing base of technology users and devices. With the rapid explosion of mobile technologies and staff and students bringing in their own devices (BYOD), school board iCT depart-ment resources are being stretched to the limits.

Proof of conceptThe inception for a Shared Technical

Services (STS) Pilot Project began with a proof of concept that grew out of Eastern Ontario, led by the Catholic DSB of Eastern Ontario. James Proulx, Manager of information and Communications Technology, and David Kozera, Supervisor of iCT Systems, demonstrated in 10 Eastern Ontario school boards that Ministry licensed software from OSAPAC (Ontario Software Acquisition Program Advisory Committee) could be hosted in the cloud and made accessible to classroom computers, offering significant efficiencies in the time and effort by school board iCT departments in the distribution of classroom software.

in parallel with this pilot project were numerous discussions at the OASBO iCT and ECNO iT Managers tables regarding Shared Services and Cloud Hosted Solutions. Out of these discussions, a proposal was put forward to the E&E Advisory Committee (COSBO) to fund a three year multi-phased pilot project involving 10 school boards across Ontario.

Pilot Project involving 10 Boards

The goal of the pilot project is to establish the infrastructure and gover-nance model to operate a service that will support easier access to Ministry and board-licensed software. Phase 1 will enable the streaming of software to computers from a centrally cloud-hosted environment rather than install-ing software directly onto a computer. Phase 2 will support remote access to software from board-, student-, and teacher-owned devices.

To support this Shared Technical Service, a project team was assembled comprising of four .5-FTE technical ana-lysts positions and one .5-FTE Project Manager seconded from school boards in Ontario.

A Shared Technical Services Advisory Committee was established to monitor the project under the umbrella of the ECNO organization and governance model. Through the ECNO office, proj-ect funding, salary disbursements and project oversight is administered.

in the first year, significant progress has been made with the hope of technol-ogy deployment in the 10 pilot boards commencing in the spring of 2015.

Opportunities Moving Forward

Although the technical goal of this pilot project is specific to streamlin-ing software distribution, the poten-tial for Shared Technical Services is far reaching. The ground work that will be established will allow school boards to explore other technology based shared services.

Technical Analysts

• DavidKozera–CDSBEO• RayBury–SimcoeCountyDSB• DarrylLaplant–PVNCDSB• NicolePrentice–

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• JohnShanks–UpperGrandDSB

Participating Boards

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catholique Centre-Sud• KawarthaPineRidgeDSB• LimestoneDSB• LambtonKentDSB• LondonCatholicDSB• PeterboroughVictoria

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Spring/Summer ■ 2015 13

Not only can infrastructure be shared using cloud but more importantly, technical expertise, skills and resources can as well.

At the completion of this pilot project, we will have a template for other possible services. This project will lay down the

infrastructure foundation to host many other administrative and instructional applications/systems as well as establish a governance and administrative frame-work working with ECNO and under the guidance of OASBO iCT. ■

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