In a significant shift for Ontario’s educational landscape, the provincial government has proposed new legislation aimed at redefining the roles of school trustees and enhancing administrative oversight. The Putting Student Achievement First Act, introduced by Education Minister Paul Calandra, seeks to streamline governance by imposing limits on the number of elected trustees and introducing new executive roles within school boards.
Changes to Trustee Structure
Under the new legislation, each school board will be restricted to a maximum of 12 elected trustees. This cap is intended to unify governance standards across Ontario, as many boards currently exceed this limit, notably the Toronto District School Board, which has 22 trustees. The new rules will also freeze current trustee numbers, preventing any further additions.
This overhaul comes amid allegations of financial mismanagement within several school boards, an issue that Minister Calandra has repeatedly highlighted. He aims to address what he describes as “wasteful spending” by implementing stricter controls on trustees’ discretionary expenses and honouraria. The proposed limit on the honourarium is set at £10,000, significantly less than what some trustees currently receive.
New Executive Roles Introduced
The legislation will also establish two new positions: a chief executive officer (CEO) and a chief education officer (CEO), who will take over many responsibilities traditionally held by trustees. The CEO will be tasked with financial and operational oversight, requiring business qualifications, and will be appointed by the Ministry of Education. This role marks a departure from the current model, where the director of education oversees these functions.
The chief education officer, on the other hand, will focus on educational qualifications and will be answerable to the CEO. This new structure aims to resolve what the government describes as “weak governance” and will restrict trustees’ power over budget decisions. Although trustees will be allowed to suggest amendments to the proposed budgets, they will not have the authority to make changes. If they reject a budget, it will be escalated to the Ministry of Education for final approval.
Criticism from Trustees and Advocates
The proposal has drawn sharp criticism from current trustees and education advocates. Alexis Dawson, a trustee from the Toronto District School Board, remarked that the legislation effectively diminishes the role of trustees, leaving them with limited capacity to influence educational governance.
Critics argue that this centralisation of power will disconnect local communities from decision-making processes. Kathleen Woodcock, president of the Ontario Public School Boards’ Association, expressed concern that stripping away the responsibilities from elected trustees undermines accountability. “These changes point to increased centralisation and a growing distance between Queen’s Park and the communities they serve,” she stated.
The Ontario NDP’s education critic, Chandra Pasma, echoed these sentiments, accusing the government of prioritising control over genuine educational improvement. Similarly, John Fraser, interim leader of the Liberal Party, referred to the bill as “supervision by another name,” indicating a lack of trust in local governance.
Implications for Student Achievement
The legislation also includes provisions aimed at addressing student attendance, which has declined since the pandemic. New measures will mandate written exams for students in Grades 9 through 12 and will allocate attendance as a percentage of final grades—15% for Grades 9 and 10, and 10% for Grades 11 and 12. Calandra emphasised that the goal of these changes is to reduce distractions and prioritise the needs of parents, students, and teachers.
Why it Matters
The proposed legislation is poised to reshape not just the governance of Ontario’s education system, but also the relationship between communities and their schools. By centralising decision-making and limiting the power of local trustees, the government risks alienating the very parents and communities it seeks to serve. As Ontario navigates these changes, the balance between effective governance and local accountability will be crucial in determining the future of educational success across the province.
