In a significant overhaul of Ontario’s educational framework, the provincial government has introduced the Putting Student Achievement First Act, aiming to reshape the governance of school boards. The proposed legislation, unveiled by Education Minister Paul Calandra, seeks to limit the number of elected trustees, impose stricter financial regulations, and establish new leadership roles within the school system.
Proposed Changes to Trustee Structure
Under the new legislation, the maximum number of elected trustees per school board will be capped at 12, a substantial reduction for boards like the Toronto District School Board, which currently has 22 trustees. This freeze on trustee numbers aims to streamline governance and address concerns over financial mismanagement, an issue the Minister has consistently highlighted.
In addition to limiting the number of trustees, the legislation also seeks to rein in discretionary spending. Trustees will face tighter controls on expenses related to personal electronics, travel, and hospitality, with an honourarium capped at £10,000—less than half of the current amount received by some trustees. Minister Calandra has stated, “If passed, the legislation will fundamentally transform how education is delivered across Ontario.”
New Leadership Roles Introduced
The legislation introduces the position of chief executive officer (CEO) to replace the existing director of education role. This new CEO will bear responsibility for financial and operational oversight within each board, with a requirement for business qualifications. Furthermore, a chief education officer will also be appointed, tasked with educational leadership and required to possess credentials from the Ontario College of Teachers or an equivalent body.
Critics have raised concerns that these changes will significantly diminish the power of trustees, who will only be able to suggest amendments to the CEO’s budget proposals. If trustees do not support the budget, it will be escalated to the Ministry of Education, which will have the final say. As trustee Alexis Dawson remarked, the new structure could effectively “gut” the role of trustees, raising questions about their ability to advocate for parents and students.
Concerns from Educational Leaders
The sweeping changes have prompted strong reactions from educational leaders and opposition critics. Kathleen Woodcock, president of the Ontario Public School Boards’ Association, emphasised that removing budgetary responsibilities from locally elected trustees distances decision-making from the communities they serve. “These changes point to increased centralisation,” she stated, urging the need for committed individuals to represent local interests within school governance.
NDP education critic Chandra Pasma echoed these sentiments, accusing the government of consolidating power at Queen’s Park instead of addressing pressing issues such as class sizes and student supports. Interim Liberal leader John Fraser described the legislation as “supervision by another name,” highlighting concerns over accountability and governance.
Addressing Student Absenteeism
In addition to governance reforms, the legislation aims to tackle rising student absenteeism, a trend exacerbated by the pandemic. The proposed measures include mandatory written examinations on official exam days for students in Grades 9 through 12, alongside a new attendance policy that will factor attendance into final grades—15 per cent for Grades 9 and 10, and 10 per cent for Grades 11 and 12. Minister Calandra noted, “Student absenteeism has not come back down to normal levels,” underscoring the urgency of these reforms.
Why it Matters
The introduction of the Putting Student Achievement First Act signals a pivotal shift in how Ontario’s education system is governed, with potential implications for local accountability and community involvement. By centralising decision-making and limiting the role of trustees, the government aims to address issues of financial mismanagement and improve student outcomes. However, this approach has raised valid concerns about the erosion of local voices in education, prompting a broader discussion about the balance between accountability and community representation in the province’s schools.