Chair of CODE 2020-2021
Présidente de CODE 2020-2021
Loretta Notten is currently the Director of Education at Waterloo Catholic DSB, which represents 50 schools and 24,200 day students, as well as 13,000 Adult and Continuing Ed students attending schools in Cambridge, Kitchener and Waterloo, and the
surrounding townships. Loretta began her career in York Catholic DSB as an English teacher and then spent 26 years in Toronto Catholic DSB as a department head, secondary vice-principal and principal, central Program Coordinator and then 9 years as a superintendent.
Download the announcement in PDF format.
Loretta Notten est actuellement directrice de l'éducation au Waterloo Catholic DSB, qui représente 50 écoles et 24 200 étudiants de jour, ainsi que 13 000 élèves adultes et en éducation permanente qui fréquentent des écoles de Cambridge, Kitchener et Waterloo, et les cantons environnants. Loretta a commencé sa carrière au York Catholic DSB en tant que professeur d'anglais, puis a passé 26 ans au Toronto Catholic DSB en tant que chef de département, directrice adjointe et directrice du secondaire, coordonnatrice centrale des programmes, puis 9 ans en tant que surintendante.
Téléchargez l'annonce au format PDF.
Role of CODE
To lead, influence and build coherence in Ontario’s publicly-funded education system.
The Council of Ontario Directors of Education (CODE), listens to and represents the voices and perspectives of Ontario’s 72 school districts. Together we help create the best possible learning conditions for students and staff to reach high levels of achievement and personal well-being. We also implement and influence education policies and priorities and enhance public confidence in publicly-funded schools.
STRATEGIC PRIORITIES & ACTIONS
Advocate for continuous improvement in student achievement and well-being through collaborative decision-making with stakeholders and for appropriate funding to maintain the high quality staff and programs necessary for increased student success.
Enhance members’ leadership through networking, mentorship, professional dialogue and professional learning.
- EQUITY & INCLUSION
Advance equity and inclusion in school districts to enable change in society.
COUNCIL OF ONTARIO DIRECTORS OF EDUCATION (CODE)
FRANK KELLY SCHOLARSHIP
CODE will award 4 scholarships annually in support of student success and in recognition of the contributions of Frank Kelly to the Council of Ontario Directors of Education and public education.
A scholarship will be awarded to a student from each of the 4 boards of the CODE affiliate chairs (or an alternate board within the affiliate).
Criteria for the scholarship:
- Graduating student
- Has earned at least 1 dual credit
- Proceeding to an Ontario College
- Financial need could be a consideration
• • •
CONSEIL ONTARIEN DES DIRECTIONS DE L'ÉDUCATION (CODE)
BOURSE D'ÉTUDES FRANK KELLY
CODE accordera quatre bourses d'études par année en appui à la réussite des élèves et en reconnaissance de la contribution de Frank Kelly au Conseil ontarien des directrices et directeurs de l'éducation et à l'éducation publique.
Une bourse d'études sera décernée à un étudiant de chacun des quatre conseils d'administration des présidents des comités affiliés de CODE (ou d'un autre conseil au sein du comité affilié).
Critères d'attribution de la bourse :
- Étudiant diplômé
- A obtenu au moins 1 crédit double
- Se rendre dans un collège de l'Ontario
- Les besoins financiers pourraient être pris en considération
• • •
Recipients for 2020:
Recipients for 2020: Download in PDF format
Council of Ontario Directors of Education/Conseil ontarien des directions de l’éducation
Statement on Anti-Racism and Inclusion/ Déclaration sur l'antiracisme et l'inclusion
The directors of education in Ontario's 72 publicly funded district school boards are committed to equity and inclusion and the elimination of discrimination and racism in education.
Directors acknowledge that systemic racism, bias and discrimination exists in Ontario and is experienced by students, families and staff in Black, Indigenous and racialized communities. Directors commit to working with their communities to listen for understanding about their lived experiences and the harm caused by racism and to work in their boards to identify and eliminate barriers created by bias and systemic racism.
In particular, directors acknowledge that anti-Black racism exists and are committed to confronting anti-Black racism to ensure that Black students and staff can learn and work in a safe, respectful and inclusive environment.
We must all work together to achieve our vision of a fully inclusive education system.
• • • • •
Les directeurs de l'éducation des 72 conseils scolaires de district financés par les fonds publics de l'Ontario se sont engagés à assurer l'équité et l'inclusion ainsi que l'élimination de la discrimination et du racisme dans l'éducation.
Les directeurs reconnaissent que le racisme, les préjugés et la discrimination systémiques existent en Ontario et sont vécus par les élèves, les familles et le personnel des communautés noires, autochtones et racialisées. Les directeurs s'engagent à travailler avec leurs communautés pour écouter et comprendre leurs expériences vécues et les préjudices causés par le racisme, et à travailler au sein de leurs conseils scolaires pour identifier et éliminer les obstacles créés par les préjugés et le racisme systémique.
En particulier, les directeurs reconnaissent que le racisme anti-noir existe et s'engagent à lutter contre le racisme anti-noir afin de garantir que les étudiants et le personnel noirs puissent apprendre et travailler dans un environnement sûr, respectueux et inclusif.
What Are We Learning About Supporting English Language Learners in Ontario?
A 2020 research report examining the implementation of ELL Policies and Procedures (2007)in Ontario publicly funded English-speaking school boards.
This research was supported by the Council of Ontario Directors of Education. Principal Investigator: Dr. Jenni Donohoo, Praxis Engaging Ideas, Inc. Funding for the production of this publication was provided by the Ontario Ministry of Education. Please note that the views expressed in the publication are the views of the Recipient and do not necessarily reflect those of the Ministry of Education. An acknowledgement is made to Sharon Newmaster for her assistance in reviewing the report.
The increasing number of English language learners (ELLs) in Ontario’s elementary and secondary publicly funded schools has been well documented. Ontario is the province of choice for over 50% of newcomers to Canada (Statistics Canada, 2017). As ELLs continue to be a constantly growing demographic, it is vital that school and system leaders and classroom educators develop and implement programs and services needed to meet their unique needs.
The purpose of this study was to describe how components of the ELL Policies and Procedures (2007) are being implemented in publicly funded English-speaking school boards throughout the province.
This project was not intended to be an audit, rather it was intended to describe how educators view, understand, and engage in ELL Policies and Procedures(2007) implementation and to determine what we are learning about supporting English language learners in Ontario’s publicly funded English-speaking schools.
Download the report in PDF format.
Leadership during a Pandemic
Ontario Directors and Superintendents were invited to participate in an online conversation with Michael Fullan and Andy Hargreaves to discuss Leadership during a Pandemic. They provided insight and addressed questions from senior leaders from across Ontario.
Download the flyer (pdf) - Listen to the audio (MP3)
Fullan presentation (pptx) - Hargreaves presentation (pptx)
Download the flyer (pdf) - Listen to the audio (MP4)
Leadership pendant une pandémie
Les directeurs et surintendants de l'Ontario ont été invités à participer à une conversation en ligne avec Michael Fullan et Andy Hargreaves pour discuter du leadership pendant une pandémie. Ils ont fourni des informations et répondu aux questions des hauts dirigeants de l'Ontario.
Télécharger le dépliant (pdf) - Écouter l'audio (MP3)
Fullan présentation (pptx) - Hargreaves présentation (pptx)
Télécharger le dépliant (pdf) - Écouter l'audio (MP4)
The Listening Stone Project
New November 2019
The Listening Stone Project Year Three Report
Investing in Teaching, Learning and Students
Lessons from The Indigenous Education-Focused Collaborative Inquiry 2016-2017
Principal Investigator: Dr. Susan Dion, York University
Now in its fourth year, the indigenous focused collaborative inquiry includes 44 participating district school boards. The primary goal of Year Four is to increase student well-being and achievement and documents what was accomplished through the collaborative inquiry project; exam strategies to support indigenous student wellbeing and achievement and identify challenges educators continue to work through to accomplish change. The Year Four Listening Stone project builds on the findings and is informed by the work of previous collaborations.
Click here to go to the Listening Stone Project Year Four Report. Year One, Two and Three are also available. to read Year One and Year Two Reports.
The Council of Ontario Directors of Education is committed to providing professional learning opportunities and building leadership capacity for Directors and Supervisory Officers regarding equity leadership, anti-racism, anti-oppression training and understanding the impact of biases and systemic barriers on decision making.
School board leaders need to have a foundational knowledge that helps them identify their own biases, and how these biases can impact daily decision making and school board processes and practices. To further its ongoing support for equity and inclusion in Ontario schools, CODE is pleased to introduce Strengthening Inclusive Schools: a Guide to Bias-Aware Decision Making and its companion User Guide.
As part of CODE’s ongoing partnership with Ontario school boards and the Ontario Ministry of Education to furthering equitable and inclusive education practices in all schools, this resource was developed by a CODE team of Directors of Education who shared their professional expertise, and supported the development of Strengthening Inclusive Schools: a Guide to Bias-Aware Decision Making. The Guide offers practices, strategies, policies and processes that they have implemented to build positive, engaging, safe, accepting and inclusive schools.
Education leaders hold significant influence over the culture of learning in Ontario school boards, including the capacity to build inclusive and bias-free school communities and lead effective change in these areas. Strengthening Inclusive Schools: a Guide to Bias-Aware Decision Making and its companion User Guide is another vital resource in assisting school and board leaders to continue this important journey.
To download the Strengthening Inclusive Schools: a Guide to Bias-Aware Decision Making and its companion User Guide which are interactive web based resources and include video comments from current Ontario Directors of Education please link to:
Français : http://biasawaredecisionmakinginontarioschools.org/fr/
The CODE Consortium for System Leadership and Innovation (CCSLI) releases Hargreaves and Shirley Report - Leading from the Middle: Spreading Learning, Well-being, and Identity Across Ontario.
The purpose of CCSLI is to enhance the educational experiences and outcomes for all students and staff. The Consortium builds connections and mobilizes knowledge among and within school boards, researchers, and the Ministry as well as through partnerships at the provincial and local levels.
Since 2005 CCSLI has represented ten Ontario district school boards that have been involved in this province-wide initiative.
The Consortium held a symposium on November 2, 2017, attended by close to 150 participants to hear about the report from Andy Hargreaves and Dennis Shirley. The report and executive summary are posted on the CODE Consortium web page.
Go to the CCSLI web page to learn more.
Strong Districts and Their Leadership Learning Modules
The pursuit of exemplary leadership practices and improving the learning for all students is the fundamental role of school district leaders.
Quality leadership practices are necessary to support this.
Beginning in the 2012/2013 School Years CODE commissioned Dr. Ken Leithwood to document the qualities and conditions of Strong School Districts.
This was followed up with further work and study in Phase One (2015/2016) and Phase Two (Spring 2016 to present).
Go to the the updated SDL Project page to learn more.
The CODE Student Injury Prevention Initiative
The Ministry of Education (EDU) introduced the Student Injury PreventionInitiative (SIPI) in January 2013. As noted in the Deputy Minister’s June 2016 memo, a “key initial objective of this initiative was to help establish and maintain a culture of safety mindedness in all school boards and schools as well as ensure that student injury prevention and safety is the highest of priorities for all.
Now in Phase Three CODE has a key role in facilitating Phase Three of the SIPI. This phase focuses on ensuring that student injury prevention is approached in a sustained, proactive and systematic way.
The Technology and Learning Fund
Makes a Difference for Ontario’s Students
There is no doubt that classrooms and schools in Ontario are changing with the introduction of technology enabled learning and teacher and student innovation. District School Boards are reporting heightened student engagement, deeper learning of 21st Century skills and increases in student achievement. To learn about the exciting changes taking place I encourage you to read the Technology and Learning Newsletters that tell the story of technology changing teacher practice and the growth of 21st Century student learners. Recently posted Newsletter #4 shares board success stories of opportunities to increase student achievement, and includes student and teacher testimonies about the significant impact that technology has on their learning and their life.
Executive Director, CODE
On the Technology and Learning Fund site you will find the latest TLF Guides (February 2017), all of the the Newsletters plus Curriculum Services Canada reports and the artefacts developed by the district school boards.
Strengthening Partnerships Between:
CODE and Council of Ontario Medical Officers of Health
Student well-being "lives" in the context of child and youth well-being and as such, school boards and public health units share in this important mandate. Strong partnerships that focus efforts on strategic priorities can improve health outcomes for children and students, positively affect their achievement and reduce preventable illness and injuries, which in turn will contribute to a healthier and better-educated citizenry.
Working toward these shared mandates and common goals, in October 2013 the Council of Ontario Directors of Education (CODE) and the Council of Ontario Medical Officers of Health (COMOH) formed a provincial partnership committee.
Now available: Commmittee Membership List updated August 27, 2020, April 13, 2018 Meeting Notes and the CODE/COMOH Committee's Terms of Reference updated April 2018.
Go to the CODE-COMOH Page to find out more.
Leadership for Learning Academy
The Leadership for Learning Academy is developed in partnership with OCSOA, OPSOA and AGEFO and is intended to provide Ontario Directors and Superintendents with an opportunity to engage in an inquiry based professional learning experience that focus' on system – wide innovation and technology enabled pedagogical practice.
Find out more.
New Equity and Education Web Resource
Responding to requests from school boards for a companion piece that builds on and enhances the information contained in Going Deeper, CODE is pleased to introduce a complementary online component to the Going Deeper rubric. Here you will find practical information, tips, resources and "Look Fors," conveniently broken down into modules reflecting the rubric's eight areas of focus. It's all designed to help guide your board toward effective implementation of Equity and Inclusive Education in Ontario's schools.
Visit the Going Deeper web resource at equityinontarioschools.org
Equity and Inclusive Education: Going Deeper
"Every student has the opportunity to succeed,
regardless of ancestry,
culture, ethnicity, gender,
gender identity, language, physical
and intellectual ability, race, religion, sex,
sexual orientation, socio-economic status
or other factors."
(Achieving Excellence, Ministry of Education)
Developed by the Council of Ontario Directors of Education (CODE), in consultation with a representative group of English- and French-language board system leaders and with support and funding from the Ministry, Equity and Inclusive Education: Going Deeper establishes a set of policy outcomes presented in the form of a Rubric. It is intended to assist and support boards in achieving the best academic and social outcomes among all students.
Equity and Inclusive Education: Going Deeper provides an opportunity for boards to look to the future, and take those steps that will support continued implementation in order that all students can reach their full potential, regardless of background or personal circumstances.
For more information and to use/download the Rubric.....
More Information and Downloads - Updated on November 27, 2014
Parent Engagement is Important to Student Success
The Council of Ontario Directors of Education is pleased to provide two new resources to support parents.
Update October 2015 - New materials have been developed to assist Parents to inspire their children to learn and love math. (Elementary Grades)
Background - Several sets of materials have been developed by the Council of Ontario Directors of Education and funded by the Ontario Ministry of Education.
Go to the Parent Engagement web page.
Accédez à la page Web la participation des parents
CODE Summer Learning Project
2014 Planning Guide
CODE has developed a revised Summer Learning Program Planning Guide for district school boards. The Guide offers a brod range of examples and also details deliverables and expectations for summer learning programs.
2014 Planning Guide and more information in English & French
CODE Health & Safety in Schools Project
As part of the CODE Health and Safety In Schools project and as a support to the Ontario Ministry of Education Student Injury Prevention Initiative a series of student safety resource guides and safety checklists have been developed for student safety in Grade 7 to 12 science labs and technological education facilities.
New: Executive Summary in English & French Posted April 16, 2014.
Other CODE Projects Include:
Learning from the Ontario Ministry of Education's First Nations, Métis and Inuit Focused Collaborative Inquiry Initiative 2013 - 2014.
Click Here to go to the Listening Stone Project.
CODE with funding from the Literacy and Numeracy Secretariat continues to coordinate a summer learning program and research study designed to help primary students close the achievement gap.
CODE has developed a series of advisories to assist senior administrators. These brief statements on practical aspects of administration and student learning are concise and based on the experience of
practitioners and include a historical and political perspective where needed.
CODE manages the School College Work Initiative (SCWI) which has developed numerous projects across the province and provides forums at the regional level to facilitate pathways for students going to college.
CODE administre l'Initiative de jonction écoles-collèges-milieu de travail (IJECT) comprenant de nombreux projets partout en province incluant des forums régionaux, le tout ayant comme objectif de faciliter l'accès au collège pour les élèves du secondaire.
CODE on its own and in partnership with the Ontario Ministry of Education has completed a number of projects focused on specific educational initiatives that are of interest to our membership.