S.96-30
.
?
SIMON FRASER UNIVERSITY
OFFICE OF THE VICE-PRESIDENT, ACADEMIC
MEMORANDUM
To: ?
Senate
From:
?
D. Gagan, ChaiiT) ç
Senate Committee on Academic Planning
Subject:
?
Proposed Non-Credit Certificate Program:
Effective Public Governance in Education
Date: ?
March 14, 1996
Action undertaken at the meeting of the Senate Committee on Academic Planning on
March 13, 1996 gives rise to the following motion:
.
Motion:
"That Senate approve and recommend to the Board of Governors
as set forth in S.96 -30 , the proposed Non-Credit Certificate Program:
Effective Public Governance in Education."
SCAP 96 - 13
SIMON FRASER UNIVERSITY ?
Memorandum
To: Alison Watt, Secretary
?
From:
Jack Blaney, Chair
Senate Committee on Academic
?
Senate Committee on
Planning ?
Continuing Studies
Re:
Proposal for Certification of
?
Date:
February 14, 1996
Non-Credit Program
Enclosed is a proposal for a Non-Credit Certificate Program:
Effective Public
Governance in Education.
The Senate Committee on Continuing Studies has
recommended that this proposal go forward to SCAP for consideration,
approval and forwarding to Senate. Please place this proposal on the agenda
for the Senate Committee on Academic Planning.
jae(yaney
lend.
L-],
0
SIMON FRASER UNIVERSITY
FACULTY OF EDUCATION ?
FIELD RELATIONS AND TEACHER IN-SERVICE EDUCATION
PROPOSED ?
NON-CREDIT CERTIFICATE PROGRAM
?
developed
in
conjunction
with the
?
BRITISH COLUMBIA SCHOOL TRUSTEES ASSOCIATION
EFFECTIVE PUBLIC
GOVERNANCE
IN EDUCATION
Dr. Milt McClaren,
?
Director,
?
Field Relations & Teacher In-Service Education
Tony Rainbow, ?
Research Associate, ?
Field Relations & Teacher In-Service Education
Karen Hawkins, ?
Board Development,
?
British Columbia School Trustees Association
December 6th, 1995.
.
?
Simon Fraser University
and the
British Columbia School Trustees Association
?
Non-credit Certificate Program:
EFFECTIVE ?
PUBLIC GOVERNANCE ?
IN EDUCATION
Contents
is
?
page
Executive Summary ?
2
Overview of the. Program
?
5
Program Content
?
9
Curriculum Outline
?
11
Potential Resource People
?
18
SF11 Faculty of Education: Field
Relations and Teacher in-Service
Education ?
1
Executive Summary
Background
?
.
This non-credit Certificate in Effective Public Governance in Education has been
developed in response to needs expressed by school trustees, through the British
Columbia Schools Trustees Association (BCSTA). It is intended to be of particular
value to trustees and others (parents and members of other public boards) interested
in the lay governance of education.
Clientele
School trustees are drawn from a wide variety of occupational and educational
backgrounds. Many of them feel a strong need to develop a better understanding of
their work and the educational process. This document proposes a non-credit
certificate program with open-entry requirements.
Objective
The program focuses on the knowledge and skills required to be an effective school
trustee. Board members will examine the nature of trusteeship and explore the
roles of the major participants in the education system. It will also provide a
coherent set of experiences for persons who want to make a considerable
commitment to their own education.
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0
Structure
Eight important themes in public governance form the components of the program.
A seminar (designated as a discrete-program element), will integrate
all the other
components. It will consider issues of leadership, ethics and evaluation of the core
themes.
Operation
Recognising the geographic and fiscal realities of B.C., we will use a wide range of
technologies to deliver the program. However, there will still be some traditional
meetings and seminars. These will be co-ordinated with the other business of the
BCSTA.
Instruction
Instructors will include faculty from SFU and other universities. They will be
joined by qualified professionals and practitioners from the public and private
sectors. A list of potential resource people may be found in the last section of this
document.
SFU
Faculty of Education: Field Relations and Teacher in-Service Education
?
2
Evaluation
Participant evaluation will be an integral part of each component of the program in
accordance with the usual practices of the university. The program will also be
evaluated by the participants and the instructors as it progresses. Recommendations
for improvement will be made to the Program Advisory Committee.
Governance
The program will be governed by an Academic Advisory Committee established by
the Field Relations and Teacher In-Service Education Committee of the Faculty of
Education. A broader representational Program Advisory Committee will support
the Academic Advisory Committee.
Management
The proposed program will be administered by the BCSTA under the direction of
the Program Advisory Committee. The BCSTA and SFU will name a mutually
acceptable person to serve as Certificate Program Co-ordinator for the duration of a
program cycle.
•
Budget
The program will operate on a cost recovery basis supported by registration fees.
Consultations
A number of prominent individuals from SFU and the educational community
were consulted about this program. The Education Committee and the Executive of
the BCSTA have vetted the proposal and give it their support.
Content
The program components will include a
minimum
of 120 contact hours of
instruction. Experts in each area will develop the individual components. They will
also be given an overview of the program for guidance.
All course outlines will be
submitted to the Academic Advisory Committee for final
approval.
Curriculum
The program consists of ten components that cover policy, organisation,
development, budgeting and finance, communication, contexts, teaching and
learning, human resources and law.
SFU Faculty of Education: Field Relations and Teacher in-Service Education
?
3
Potential Resource People
Judith Anderson
Wayne Desharnais
Tarrance Grieve
Dr. Mat Hassen
Dr. Linda LaRocque
Graham Mckinnon
Dr. Terri Sussel
Dr. Rod A. Wickstrom
Dr. Robin Brayne
John (Jack) R.
Fleming
Wendy J
.
Devine Harris
Dr. Graham
Kelsey
Dr. Michael E. Manley-Casimir
Donna Michaels
Dr. Alan J.H. Newberry
Brendan Croskery
Dr. Elmer
Froese
Eric Harris
Dr.
Art Kratzmann
Dr. Milton McClaren
Dr. Janet Mort
Dr.
Larry
Thomas
P--^
.
SFIJ Faculty
of
Education: Field Relations and Teacher in-Service Education
Overview of the Program
0 ?
Background
This non-credit Certificate in Effective Public Governance in Education has been
developed in response to needs expressed by school trustees, through the BCSTA
School trustees have expressed the need for a coherent program of in-service
education to enhance the highly successful BCSTA Trustees Academy series.
Specifically, they require a program which would:
• allow formal recognition for participants
• provide a formal sequential curriculum with defined elements to
encourage the development of supportive cohort groups and to
nurture on-going participation
• utilise a broad range of delivery options, particularly through the use of
distance education formats
• encourage exploration of public governance in greater depth -- more
than is currently available through workshops offered by the BCSTA
(as part of the New Trustees Academies or special short courses and
seminars).
The program is intended to be of particular value to trustees and others (such as
parents), who are interested in the lay governance of education. However, many of
the themes explored are relevant to other public boards making the program
attractive to these individuals as well.
The Nature of the Program Clientele
School trustees are drawn from a wide variety of occupational and educational
backgrounds. Some are members of professions who possess advanced degrees,
while others have not completed high school. Those who are elected and serve as
trustees have made considerable commitments to the governance of public schools.
They have also been successful in securing the support of a sufficient number of
members from their communities.
Many trustees feel a strong need to better understand the nature of their work, of
schools and of the educational process. Other people, including many members of
the newly mandated Parent Advisory Committees, are also eager to learn more
about educational issues, legislation, finance and programs. Again, this is a group
with a wide range of experience and education. We therefore propose a non-credit
certificate program with open-entry requirements -- this is not a post-baccalaureate
certificate, or part of a degree program. The program will be open to any elected
• ?
trustee, would-be trustee, parent or any individual who is interested in the public
governance of education.
SFIJ
Faculty of Education: Field Relations and Teacher in-Service Education ?
5
Objective
As co-governors in an evolving system of public education, trustees provide their is
districts with policy direction, guidance and support. This proposed program
focuses on the knowledge and skills required by an effective school trustee.
Participants should understand provincial, district and board-level issues and
operations. Board members will become familiar with the meaning of trusteeship
and the challenges to understand the nature and impact of education governance.
The program explores the roles of (as well as the interactions among) the major
participants in the education system: district and school-based administrators,
teachers, trustees, parents and students. The program is not intended to be the only
vehicle for in-service training. Also, it is not intended to become a requirement for
election to the office of school trustee; its intention, however, is to provide a
coherent set of experiences for persons who want to make a considerable
commitment to their own education.
Structure
The program is built around eight important themes in public governance: policy,
organisational development, budgeting and finance, communication, contexts,
education programs, human resources and education law. These themes form the
required components of the program. Because the themes continually interact with
the work of public trusteeship, the program also includes an integrating seminar
which (while designated as a discrete program element) will operate throughout the
student's period of participation. In addition, the seminar will integrate leadership,
ethics, and evaluation with the core themes.
Program Operations
Due to the geographical dispersion of the program's clientele, the certificate will be
offered in a variety of time formats, locations and various media. Because trustees
regularly attend provincial and regional conferences some course components will
be offered as pre-session or post-session courses at these meetings. At these short
courses, follow-up activities will be introduced. These activities will encourage
participants to apply their learning in their local situations and to reflect upon the
significance of information gathered from the sessions with their trusteeships. This
approach is similar to the Comet model which was developed in our faculty for the
delivery of teacher in-service programs.
Other program components will be offered in a variety of formats: print, fax, audio
and video teleconferencing and computer-based technology. Every effort will be
made to establish local study groups that will work through the program, meet at
key provincial events and remain in contact at other times through e-mail,
telephone, fax and other means of communication. All B.C. school districts are
now connected to the Provincial Learning Network (this replaced the Community
Learning Network - CLN) enabling school trustees access to the Internet, e-mail, on-
line library, research databases, electronic conferences and subscription list servers.
SFU Faculty of Education: Field Relations and Teacher in-Service Education
?
6
Instruction will include regular classroom and seminar sessions using lectures,
discussions, case studies, simulations and group work. Assignments will include
readings, individual projects, written work and demonstrations which allow
participants to relate course theory to actual situations with their local boards.
Instruction
Instructors will include faculty from
SRI
and other universities, as well as qualified
professionals and practitioners from the public and private sectors. These experts
will provide information on the theoretical and practical aspects of the program.
An alphabetical list of resource people who may be potential instructors is included
in the last section of this report. Many of these people have been involved with the
BCSTA as resources to Trustees Academies, Short Courses and Seminars and in the
orientation of newly-elected
trustees.
Evaluation
Students will be evaluated in accordance with the usual practices of the university.
Assignments will focus on theory as well as requiring participants to apply theory to
current practical situations within their experience. Students will be required to
present written and oral reports.
The program will also be evaluated by the participants and the instructors as it
progresses. Recommendations for improvement will be made to the Program
Advisory Committee.
Governance
The program will be governed by an Academic Advisory Committee establishedby
the Field Relations and Teacher In-Service Education Committee of the Faculty of
Education. The committee will include representation from the FRTISE committee,
BCSTA and members of the faculty at large. Its function will be to ensure that the
best methods of instruction are demonstrated and that the evaluation of
participants' work is consistent with university standards.
There will also be a more widely representational Program Advisory Committee.
This committee will support the Academic Advisory Committee and assist with the
development and evaluation of the program. It will include representation from
FRTISE, the faculty at large, the program development staff of the BCSTA and from
the BCSTA Education committee.
SRI faculty who have indicated a willingness to participate in this are:
Dr. Michael Manley-Casimir (Director of Graduate Programs, Faculty of Education)
and Dr. Linda LaRocque (Associate Professor, Educational Leadership, Faculty of
Education).
SFU Faculty of Education: Field Relations and Teacher in-Service Education
Program Management
The proposed program will be administered by the BCSTA under the direction of a
joint SFU/BCSTA Steering Committee. The BCSTA and SFU will name a mutually
acceptable person to serve as Certificate Program Co-ordinator for the duration of a
program cycle. This person (who may be a staff member of SFU or the BCSTA), will
have day-to-day oversight of program operations and will provide direct contact for
the participants.
Responsibility for ensuring that applicants have met the University's requirements
will rest with the Field Relations and Teacher in-Service Education Committee.
Budgetary Implications
The program will operate on a cost-recovery basis. It is anticipated that participants'
fees will cover the costs of instruction, resources and management. Grants will be
sought to fund initial program development
costs.
Consultations
The following individuals have participated in the development of the program
proposal:
Dr. Robin Barrow, Dean, Faculty of Education, SF11.
Dr. Milton McClaren, Director, FRTISE, Faculty of Education, SRI.
Dr. Mark Selman, Director, Extension Credit; Assoc. Prof., Humanities, SF11.
Tony Rainbow, Research Associate, FRTISE, Faculty of Education, SF11.
Peter Boyle, B.C. School District Secretary-Treasurers' Association
Joan Collins, Executive Director, B.C. School Superintendents' Association
Jan Eastman, Executive member, B.C. Teachers' Federation
Stanley French, Manager, Communications and Policy Dev't., B.C.P.V.P.A.
George Matthews, Field Services, Ministry of Education
Dr. Alan Newberry, Executive Director, B.C. School Trustees Association
Karen Hawkins, Director, Board Development, BCSTA.
Nancy Lagana, Assistant Director, Board Development, BCSTA.
In addition, the Education Committee and the Executive of the BCSTA have vetted
the program proposal and are in enthusiastic support of its offering.
SFU Faculty of Education: Field Relations and Teacher in-Service Education
? 8
.
Program Content
The program components will include a
minimum
of
120 contact hours of
instruction:
GOV 10
Seminar in Effective Public Governance:
15 contact hours
GOV 11
Policy:
15 contact hours
GOV
12
Organisation Development:
10
contact hours
GOV
13
Budgeting and Finance:
10 contact hours
CO y
14
Communication:.
15
contact hours
GOV
15
Contexts:
10
contact hours
GOV 16
Teaching and Learning in Today's Schools
15
contact hours
Part 1:8hrs
Part 2: 7 hours
GOV 17
Human Resources:
5
contact hours
GOV
18
Education Law:
5
contact hours
GOV
19
Extended Studies
20 contact hours
Total: ?
(Required) ?
120 minimum.
Note re GOV 10:
Seminar in Effective Public Governance.
This will be conducted as a seminar/ tutorial for the entire duration of a program
• ?
cycle with each cohort group of registrants.
Program Development
The Steering Committee will invite resource people to develop curriculum for the
various components of the program. These individuals will be from the Faculty of
Education and other faculties at SFU, instructors or resource people in programs and
projects offered by the BCSTA and from other stakeholder organisations addressing
topics of significance for trustees. In the latter group, some are current members of
university faculties. Others are school administrators, teachers, private consultants
or retired faculty. Members of professions which have significant roles within the
education system will also be considered.
Developers of the program components will be given:
• an overview of the program
• a description of the program's purposes
• information about the intended audience
• details about where their component fits into the program
• a possible outline for the course indicating a number of key questions to be
addressed
•
?
Upon completion, a detailed course outline will be submitted to the Academic
Advisory Committee for final approval.
SFU Faculty of Education: Field Relations and Teacher in-Service Education
?
9
L
P-.^
Overview of the Elements of the Certificate in
?
Effective Public Governance in Education.
.
SFIT Faculty of Education: Field Relations and Teacher in-Service Education
?
10
Curriculum Outline
is
?
GOV 10 Seminars in Effective Governance ?
[15 hours]
A key component of the Certificate program is the on-going seminar on effective
public governance. This will help students link the program's component themes
with the overarching themes of leadership, ethics and evaluation. The seminar
(with the use of distance education methods), will be conducted for the duration of
the program. In addition, the seminar groups will meet in face-to-face sessions with
any of the core components.
It is our intention to support the seminar with group e-mail, and by establishing an
on-line conference. The provincial Community Learning Network provides
support for these activities. A special dosed-conference group will be established for
the members of this program and its resource people and instructors.
The seminar component will:
• collectively integrate aspects of all core course themes
• pay specific attention to language, gender, ethnicity, and ability (special needs)
in all program elements
• develop relevance by connecting core topics to current educational
developments and use issues from the participants' experiences in course
discussions
• demonstrate the application of theoretical concepts to actual situations
through the use of case studies, scenarios, role playing and issue-focused
discussions
• apply a variety of instructional models and approaches including case studies,
action research and co-operative learning so participants can gain students'
perspectives on current teaching methods
• foster reflective practice by trustees.
GOV 11 Policy
?
[15 hours]
To be part of an effective school board, trustees must understand the function and
importance of policy as well as how policy affects the operations of a district.
Participants in this component will examine how policy is developed, structured,
implemented, evaluated and adapted (including their role in the process).
SThe following topics will be addressed:
SFtJ Faculty of Education: Field Relations and Teacher in-Service Education
?
11
• the philosophical bases of school board policies
• contextual and historical influences on policy
?
is
• the relationship and differences between policy development and policy
administration
• the relationship between policy development and other board functions.
The course will also relate policies to current legal contexts including:
• the Canadian Charter of Rights and Freedoms
• the B.C. School Act
• the Employment Equity Act
• the Canadian Multiculturalism Act
• the Industrial Relations Act
• the B.C. Multiculturalism Policy
• the Royal Commission on Bilingualism and Biculturalism.
The processes of policy development, implementation and evaluation will also be
reviewed within this course component.
?
0
GOV 12 Organisational Development
?
[10 hours]
School districts are extremely complex organisations. Trustees need an
understanding of the workings of the public education system, both provincially
and locally, as well as an awareness of the factors which enhance or inhibit the
system's ability to function effectively and respond to changing needs and
conditions. In addressing this need, participants will explore the following topics:
the nature and application of systems thinking in the educational arena
• planning and evaluation in systemic contexts
• the relationships between form and function in terms of the unique
governance requirements of different institutions
• the need for cross-fertilisation between sectors.
Students will examine the social nature of organisations, roles and responsibilities
and the nature of leadership and membership. The course will also introduce
participants to some concepts of organisational change.
?
0
SFU Faculty of Education: Field Re]ations and
Teacher in-Service
Education ?
12
GOV 13 Budgeting and Finance
?
[10 hours]
The setting of district budgets within the provincial education finance framework
is
a crucial part
of
the trustee's job. Effective stewardship of a district's budget requires
planning, monitoring, an understanding of education finance and the principles of
fiscal control and management.
Completion of this component will provide participants with an overview of the
following:
• how monies flow in the B.C. education system
• operating and capital grants to school districts
• the impact of grants on the budget process
• the significance and nature of targeted funds, such as funds for Special
Education or First Nations education
• the legislative requirements of budget preparation.
Participants will also examine different models of budget construction including
short, medium and long range planning, goal and priority setting, and public input.
The course will provide an introduction to fiscal management.
0 ?
GOV 14 Communication ?
[15 hours]
As representatives of the public and trustees of the public education system, school
trustees must be effective communicators and advocates for education. They must
work constructively with constituent and employee groups as well as with members
of the board and district team. In addressing this topic, participants will consider the
following topics:
• interpersonal communications
• conflict resolution
• internal organisational communications including team-building
• board-staff communication
• board-advisory body communications
• communications with district employee groups and bargaining units.
The course will also examine external communications including media relations,
. ?
advocacy, and general public relations. The topic of communications planning will
?
be introduced.
SF11 Faculty of Education: Field Relations and Teacher in-Service Education
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13
GOV 15 Contexts ?
[10 hours]
While the work of school trustees is centred in board and committee rooms, it
cannot be successful if it is confined to these areas. Effective public governance
requires an understanding of the contexts wherein schools and school boards
function in B.C. and beyond. Topics in this component will include:
the sociological context of school boards
• cultural and societal trends and developments
• demographics.
The course will also examine the involvement of federal, provincial, regional and
local governments. It will explore the roles of Parent Advisory Committees and the
expectations of different community sectors regarding schools, teachers,
administrators and trustees.
GOV 16 Teaching and Learning in Today's Schools
?
[15 hours]
Trustees aren't normally professional educators. However, to carry out their duties,
it is important that they have a sound understanding of educational philosophy and
the curriculum mandated by the province. Trustees also need an awareness of how
provincial and locally-developed programs are created and delivered. This course
component will be divided into two parts:
Part 1 (8
hours)
will address schools, teachers and teaching:
• the problems created for teachers as a result of demands placed on them by
governments and their communities
• the nature of children and families in the nineties
• how new educational developments affect teachers
• conflicting conceptions of teaching.
This last sub-section will explore ethical issues in educational programming and its
organisation including:
•equity
• inclusion
• diversity
• individual versus social values.
?
.
SFU Faculty of Education: Field Relations and Teacher in-Service Education
?
14
GOV 16 Teaching and Learning in Today's Schools (continued)
The section will introduce participants to the nature
of:
educational theory
• the roles which theories play in shaping practices in assessment
evaluation and reporting
• creating learning environments
• translating curriculum documents into classroom practices.
Part 2 (7
hours)
will develop an overview of:
• the provincially mandated curriculum (including the Ministry of Education's
stated principles of learning)
the K-12 policy framework and graduation requirements.
This segment will also review a variety of educational programs including:
• First Nations education
•
?
• locally-developed courses
Programme Cadre
• alternate educational programs
• Bilingual / Heritage language programs.
Participants will also be introduced to the field of student support services
incorporating:
•ESL
• Special Education
• programs for the gifted and talented
• Inter-Ministerial protocol agreements.
The course will consider the nature of continuing education, adult basic education,
the International Baccalaureate (IB), Advanced Placement (AP) and Skills Now
initiatives. The course concludes with a consideration of the nature of and need for
teacher continuing education.
.
SFIJ Faculty of Education: Field Relations and
Teacher in-Service
Education
?
15
GOV 17. Human Resources
?
[5
hours]
School Boards are often one of the largest employers in a community. Their
employees include teaching and other professional staff, trades people, bus drivers,
custodial staff, secretaries, and paraprofessionals. Trustees need a good working
knowledge of the factors that shape human resource management in their district.
Participants in this course will consider the following topics:
the workplace environment
• employee wellness
• connections between boards and staff, and staff and students.
The course will also examine the roles that boards play as employers, specifically:
• hiring practices
• equity issues in hiring
• relations with provincial and local unions and associations
• negotiations
• relations with contract staff and their professional organisations
• contracting out
• basic
labour law
• staff evaluation practices.
GOV 18. Education Law
?
[5 hours]
Policy development, employee relations and most other board functions occur
within a variety of legislative frameworks. This component ensures that board
members understand the basic principles, parameters and obligations created by
legal environments where school boards function. Topics to be considered will
include:
• the B.C. School Act
• relevant labour laws
• human rights legislation
• freedom of information and protection of privacy legislation
• WCB regulations.
?
.
S
S
SRI Faculty of Education: Field Relations and Teacher in-Service Education
?
16
[20 hours]
•
Participants are required to accumulate a combination of 20 approved contact hours
from offerings associated with the above themes or from approved independent
studies. It is expected that the BCSTA, Ministry of Education and other stakeholders
will continue to develop and offer short courses. These may form part of this
component with the advance approval of the Certificate Program Co-ordinator.
This component will permit students to develop special competence in areas of
particular interest or to extend the topics covered above.
GOV 19. Extended Studies
.
.
SFU Faculty of Education: Field Relations and Teacher in-Service Education
?
17
Potential Resource People
Judith Anderson
?
is
Judith is a partner in the law firm of Harris & Company having previously held the
position of Director of Legal Services for the Alberta School Trustees' Association.
She has given workshops and presentations across Canada on legal issues and is
currently a member of the editorial board of the Education and Law Journal. Judith
has been an instructor for several Local Government Studies programs provided by
the Faculty of Extension, University of Alberta, and is currently an adjunct professor
at Simon Fraser University. Judith is also a member of the National Organisation of
Legal Problems in Education.
Dr. Robin Brayne
Robin is currently superintendent of schools for SD #44 (North Vancouver) and
president of the B.C. School Superintendents' Association. He has also held
positions such as assistant superintendent for North Vancouver, director of
instruction in SD #61 (Greater Victoria), assistant professor at the University of
Manitoba and senior researcher with the British Columbia Royal Commission on
Education.
Dr. Brendan Croskery
Brendan has worked in education for 22 years in England, Newfoundland,
Massachusetts and most recently British Columbia, where he is currently
superintendent of schools in SD #72 (Campbell River). He has been a classroom
teacher, a department head, a curriculum supervisor, a high school principal and a
teaching fellow at Harvard University. His professional and research interests focus
on educational leadership. Brendan holds a BA (Hon.) from the University of
Birmingham, a PGCE from St. Martin's College, an MA from Lancaster University, a
BEd from Memorial University of Newfoundland and an EdM from Harvard
University. His Harvard doctorate is in Administration, Planning and Social Policy.
Wayne Desharnais
Wayne is currently a private consultant. He has served as a Deputy Minister of
Education, Executive Director of Field Services and Assistant Deputy Minister of
Finance and Administration. As ADM - Management Operations and Education
Systems Finance, he was responsible for schools finance, school facilities, ministry
finance, ministry personnel, administrative services, policy, planning and
legislative services and systems services.
John (Jack) R. Fleming
Jack became a private consultant after serving with the B.C. Ministry of Education in
a variety of capacities inducting ADM - Educational Programs Department. In this
post his responsibilities included educational liaison, program and curriculum
SFU Faculty of Education: Field Relations and leather in-Service Education
?
18
development, First Nations education, program effectiveness, special education and
professional relations. He has also held posts as Deputy Minister and ADM -
Educational Finances and Schools Department. Jack has served B.C. education as a
teacher, head teacher, principal, trustee and university lecturer.
Dr. Elmer Froese
Elmer is superintendent of schools in SD #41 (Burnaby). He is a strong advocate for
public education and served on the Sullivan Royal Commission on Education. His
interest in education governance structures includes study visits to Germany, the
USA, the United Kingdom, Israel and Russia where he worked with the Russian
Ministry of Education to plan education reform. He has taught Educational
Administration at the University of Houston, the University of Saskatchewan and
the University of Victoria.
Tarrance Grieve
Tarry is superintendent of SD #24 (Kamloops). He has also been an elementary and
secondary school teacher, assistant university professor, school consultant and
assistant superintendent. As a researcher for the Royal Commission on Education,
he prepared a special report on the
learner.
Eric Harris
Eric practices labour, employment and education law. He represents clients in a
number of industries including breweries, grain, airlines, health care, government
and other public sector employers. He is a presenter at many Continuing Legal
Education seminars as well as other seminars for the legal profession. Eric is a
member of the Labour Law Section of the B.C. Branch of the Canadian Bar
Association.
Wendy J. Devine Harris
Wendy was called to the B.C. Bar in 1980 and has since been actively engaged in
advising school boards and BCSTA on a full range of educational law matters. She
has acted as counsel before review commissions, boards of reference, arbitration
boards, human rights boards of inquiry, the Labour Relations Board, the Industrial
Relations Council Employment Standards Board and in-trial and appellate courts.
Wendy has presented at numerous seminars and conferences including: those
hosted by the Minister of Education, UBC, the University of Victoria, the
Continuing Legal Education Society, the National Organisation of Legal Problems in
Education, the Canadian Association of Practical Studies in Law and Education and
various school boards and BCSTA.
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SFU Faculty of Education: Field
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Dr. Mat Hassen
Mat is director of Personnel Services in SD #41 (Burnaby). Prior to joining the is
Burnaby school district staff, he spent seven years working as an education
consultant. He has also been a teacher, department head, executive assistant to a
deputy minister, director of administration with the B.C. School Trustees
Association and executive director of the B.C. Council for Leadership in Educational
Administration.
Dr. Graham Kelsey
Graham is an Associate Professor of Education at UBC. He teaches organisational
analysis and administrative problem-solving in the graduate program for
educational administration. Graham has studied administrator evaluation in B.C.
and administrator mobility across Canada. His interest in policy development is
complemented by service both as a board member and as a consultant. Currently a
member of the UBC Senate Committee on Academic Policy, Graham has served as
vice-president of the Social Science Federation of Canada, the Canadian Society for
the Study of Education and on the board of directors of a private school and a
community
organisation.
Dr. Arthur Kratzmaim
Arthur has long served B.C. school trustees by sharing his expertise and experience
at provincial BCSTA seminars and branch programs. He has also worked with
individual boards on policy development and the selection of senior staff.
An experienced chairperson, Arthur is in demand as a leader for provincial
education committees and as a consultant for school districts. Formerly the
executive director of the Alberta School Trustees Association and Dean of Education
of the Universities of Victoria and Saskatchewan, Arthur was also professor of
communications and social foundations with the Faculty of Education at the
University of Victoria.
Dr. Linda LaRocque
Linda is an associate professor at Simon Fraser University's Faculty of Education
having moved recently from the University of Alberta. She has general interests in
leadership, district-school relations, educational policy, and school reform with
specific interest in schools as learning communities, transformational and shared
leadership.
Dr. Michael E Manley-Casimir
Mike is a professor at Simon Fraser University's Faculty of Education.
A student of educational policy, he is editor of several collections that examine
different issues in the socio-political context of education. Mike's particular
SFU Faculty of Education: Field Relations and Teacher in-Service Education
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20
interests, however, lie in the intersection of law and educational policy. He has
• ?
created the Centre for Education, Law & Society at Simon Fraser.
Dr. Milton McClaren
Milt is an associate professor of education at Simon Fraser University and an
associate member of the Faculty of Science. He has been SFU's director of the
Professional Development Program for Teachers and dean of Continuing
Education. Milt is responsible for the University's Tele-Learning Centre in
Kelowna, a site for research and development on the educational application of
computers for distance education.
Milt is involved in the Aspen Global Change Institute, where he co-chaired this
summer's session on bio-diversity. A member of the Man and Biosphere program
committee of UNESCO Canada, Milt has also been on the U.S. Steering Committee
for Project Wild, a major international conservation education program.
A former B.C. public school teacher, Milt has worked extensively in the fields of
educational technology, science education and environmental education and has
actively contributed to Year 2000 initiatives. He has a PhD in botany, with, an
emphasis in genetics and microbiology. A consultant in the field of biotechnology,
Milt helped develop and implement B.C.'s new Science and Technology 11 course.
In 1987 he received the Distinguished Service Award from the Association for
• ?
Educational Media and Technology in Canada.
Graham McKinnon
Graham is BCSTA's associate executive director. Before joining the Association in
1980, he was a senior administrator at Niagara College in Welland, Ontario, where
he had extensive dealings with government in educational matters. Graham's
academic background is in chemistry and education, with teaching experience at the
high school and college levels. Previous duties with the BCSTA include co-
ordinator of Education and Government Relations and director of
administration.
Donna Michaels
Donna is superintendent of SD #61 (Greater Victoria). She has also been
superintendent, Educational Leadership Centre, High Schools for the Calgary Board
of Education and a principal, vice-principal and teacher. Her professional
involvement includes memberships on the Professional Conduct Committee
(Manitoba Teachers' Society), a post as sessional professor (Faculty of Education,
Brandon University) and chairperson, (Thompson Association of Principals).
Donna has an MEd (Administration) and Bachelor of Pedagogy from the University
of Manitoba.
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SFIJ Faculty of Education: Field Relations and Teacher in-Service Education
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Dr. Janet Mort
Janet owns two companies, Janet Mort: In The Business of Change and Quality
Seminars Inc. She serves as a consultant for organisations and corporations and
sponsors seminars on topical areas of interest to the public and private sectors.
Janet's expertise is in leadership and organisational change. Her experience includes
a three-year government contract to lead an innovations division as well as
contracts with IBM, Apple, Xerox, and AT & T to develop innovative
communication projects. She has won awards from the National Public Relations
Association for innovative marketing strategies (the only Canadian award), and
BCTF for Innovations in Education.
Janet has given keynote addresses and workshops throughout North America on
organisational change and societal change and their ramifications for our culture
and way of life. The author of a book and numerous articles, Janet has been an
administrator, principal, assistant superintendent, and superintendent in the public
education system.
Dr. Alan J.H. Newberry
Alan is BCSTA's executive director, a post he has held since 1990. Prior to this he
was chief superintendent of school in Calgary, an executive director for the B.C.
Ministry of Education, superintendent of schools in Fort Nelson, Stikine and Peace
River South, a supervisor of instruction, principal and teacher in other B.C. school
districts. In addition to his current duties, Alan recently completed the book
Strategic Planning in Education: Unleashing Our Schools' Potential,
and acted as a
summer session instructor in the faculty of education of the University of Victoria.
Alan's has also been a broadcaster, chair of the Greater Victoria Library Board,
councilor for the Municipality of Saanich, director of a Chamber of Commerce and
the B.C. Council for Leadership in Educational Administration. He has been
president of Phi Delta Kappa and held membership on a parent advisory group.
Alan received his Teacher Training and his BA (Psychology/Sociology) from the
University of Victoria, his MEd from the University of Portland, and his EdD
(Administration) from Indiana University.
Dr. Terri Sussel
Terri is a lawyer with Lidstone Young Anderson, a Vancouver law firm that
provides legal services to school boards throughout British Columbia. She is the
author of three books on school law. Tern's most recent book,
Canada's Legal
Revolution: Public Education, the Charter and Human Rights
was published by
Emond Montgomery in March 1995. She writes a monthly column on education
law for BCSTA's
Education Leader
and is an associate editor of
Education Law: News
and Commentary for Educators About Legal Issues in Canada.
Terri has taught
several different school law courses in the Faculties of Education at both Simon
Fraser University and Western Washington University.
SF(J Faculty of Education: Field Relations and Teacher in-Service Education
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Dr. Larry Thomas
First appointed as superintendent to SD #59 (Peace River South) in 1979, Larry is
now in his eleventh year as superintendent in SD #77 (Summerland). Since
completing a doctoral degree in education leadership in 1991, he has been active in
the development of leadership training programs. He is the author of
It's Just a
Matter of Time,
a personal effectiveness program focusing on the development of
time management
skills, and the
School Board Member Handbook: A Guide to
School Board Effectiveness.
Both programs are available through EduServ. Larry
frequently presents on topics relating to school board effectiveness, leadership, time
management and team building.
Dr. Rod A. Wickstrom
Rod, currently superintendent of schools in SD #37 (Delta), has also held positions
as superintendent in SD #44 (North Vancouver) and deputy minister of education
in Saskatchewan. He is a frequent presenter of addresses and workshops
provincially and nationally on topics such as supervision, leadership, effective
schools and organisational climate. Rod holds bachelors and masters degrees from
the University of Saskatchewan, and a doctorate in educational administration from
the University of Oregon.
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