Statutory References

Description of Responsibility

Reg. 298, s. 11 (1)(a)

Responsible for the instruction and the discipline of pupils in the school

Reg. 298, s. 11 (3)(n)

Report promptly any neglect of duty or infraction of school rules by pupil to parent

Reg. 298, s. 20 (h)

Co-operate with the principal and other teachers to establish and maintain consistent disciplinary practices in the school

Ed. Act, s. 265(1) (a)

Maintain order and discipline in the school

Ed. Act, s. 300.1(1)

Delegate in writing powers, duties or functions regarding behaviour, discipline and safety as principal to vice-principal or teacher where vice-principal is absent.

Ed. Act, s. 303

May be required to establish local code of conduct

Ed. Act, s. 306 (1)

A principal shall consider whether to suspend a pupil if he or she believes that the pupil has engaged in any of the following activities while at school, at a school-related activity or in other circumstances where engaging in the activity will have an impact on the school climate:

1. Uttering a threat to inflict serious bodily harm on another person.

2. Possessing alcohol or illegal drugs.

3. Being under the influence of alcohol.

4. Swearing at a teacher or at another person in a position of authority.

5. Committing an act of vandalism that causes extensive damage to school property at the pupil’s school or to property located on the premises of the pupil’s school.

6. Bullying.

7. Any other activity that is an activity for which a principal may suspend a pupil under a policy of the board.

Ed. Act, s. 306 (2) and Reg. 472/07

In considering whether to suspend a pupil, a principal shall take into account any mitigating or other factors prescribed by the regulations.
The following mitigating factors shall be taken into account:

1. The pupil does not have the ability to control his or her behaviour.

2. The pupil does not have the ability to understand the foreseeable consequences of his or her behaviour.

3. The pupil’s continuing presence in the school does not create an unacceptable risk to the safety of any person.

The following other factors shall be taken into account if they would mitigate the seriousness of the activity for which the pupil may be or is being suspended or expelled:

1. The pupil’s history.

2. Whether a progressive discipline approach has been used with the pupil.

3. Whether the activity for which the pupil may be or is being suspended
or expelled was related to any harassment of the pupil because of his
or her race, ethnic origin, religion, disability, gender or sexual orientation or to any other harassment.

4. How the suspension or expulsion would affect the pupil’s ongoing education.

5. The age of the pupil.

6. In the case of a pupil for whom an individual education plan has been developed,
i. whether the behaviour was a manifestation of a disability identified in the pupil’s individual education plan,
ii. whether appropriate individualized accommodation has been provided, and
iii. whether the suspension or expulsion is likely to result in an aggravation or worsening of the pupil’s behaviour or conduct.

Ed. Act, s. 306 (4)

A suspension shall be for no less than one school day and no more than 20 school days and, in considering how long the suspension should be, a principal shall take into account any mitigating or other factors prescribed by the regulations. (see above)

Ed. Act, s.306 (5)

A principal must assign a suspended pupil to a program for suspended pupils in accordance with any policies or guidelines issued by the Minister (see PPM 141, issued August 23, 2007).

Ed. Act, s. 308 (1)

A principal who suspends a pupil must inform the pupil’s teacher of the suspension and make all reasonable efforts to inform the pupil’s parent or guardian of the suspension within 24 hours of the suspension being imposed, unless the pupil is at least 18 years old, or is 16 or 17 years old and has withdrawn from parental control.

Ed. Act, s. 309 (1)

A suspension may be appealed by the pupil (if 18 years old or withdrawn from parental control) or his/her parent.

Ed. Act, s. 309 (6)

The board must hear the appeal within 15 school days of receiving notice.

Ed. Act, s. 310 (1)

A principal shall suspend a pupil if he or she believes that the pupil has engaged in any of the following activities while at school, at a school-related activity or in other circumstances where engaging in the activity will have an impact on the school climate:

1. Possessing a weapon, including possessing a firearm.

2. Using a weapon to cause or to threaten bodily harm to another person.

3. Committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner.

4. Committing sexual assault.

5. Trafficking in weapons or in illegal drugs.

6. Committing robbery.

7. Giving alcohol to a minor.

8. Any other activity that, under a policy of a board, is an activity for which a principal must suspend a pupil and, therefore in accordance with this Part, conduct an investigation to determine whether to recommend to the board that the pupil be expelled.

Ed. Act, s. 310 (3)

A principal may suspend a pupil under this section for up to 20 school days and, in considering how long the suspension should be, the principal shall take into account any mitigating or other factors prescribed by the regulations (see above).

Ed. Act, s. 311.1

Principal shall conduct an investigation, in accordance with board policy, to determine whether to recommend to the board that the pupil be expelled. The principal shall make reasonable efforts to speak with the pupil, his/her parent/guardian (unless pupil over 18 or withdrawn from parental control) and any other person with relevant information.
In considering whether to recommend to the board that the pupil be expelled, a principal shall take into account any mitigating or other factors prescribed by the regulations (see above).

Ed. Act, s. 311.1 (5) & (6)

If, on concluding the investigation, the principal decides not to recommend to the board that the pupil be expelled, the principal shall confirm the suspension and the duration of the suspension, confirm the suspension but shorten its duration, even if the suspension has already been served, and amend the record of the suspension accordingly, or withdraw the suspension and expunge the record of the suspension, even if the suspension has already been served.
The principal shall ensure that written notice (described in s. 311.1 (6)) is given promptly to every person to whom he or she was required to give notice of the suspension.

Ed. Act, s. 311.1 (7-9)

If the principal decides to recommend to the board that the pupil be expelled, he or she shall prepare a report containing a summary of the principal’s findings, the principal’s recommendation as to whether the pupil should be expelled from his or her school only or from all schools of the board, and the principal’s recommendation as to the type of school that might benefit the pupil, if the pupil is expelled from his or her school only, or the type of program for expelled pupils that might benefit the pupil, if the pupil is expelled from all schools of the board. The principal shall promptly provide a copy of the report to the board and to every person whom the principal was required to give notice of the suspension. The principal shall also ensure that written notice (described in s. 311.1 (9)) is given to every person to whom the principal was required to give notice of the suspension at the same time as the principal’s report is provided to that person.

Ed. Act, s. 311.3 (1-3)

If a principal recommends to the board that a pupil be expelled, the board shall hold an expulsion hearing, to be conducted in accordance with the requirements established by board policy. The principal is a party to the expulsion hearing.

Ed. Act, s. 312 (1)

Every board shall provide, in accordance with policies and guidelines issued by the Minister at least one program for suspended pupils and at least one program for expelled pupils.

Reg. 472/07 (7)

Where principal believes that pupil has been harmed as result of activities leading to suspension under s. 306 (1) or s. 310 (1) and does not notify a parent/guardian because doing so would put the pupil at risk of harm from the parent/guardian, the principal must document the rationale for decision not to notify, inform S.O., teacher and board employees where applicable of decision.

Reg. 298, s. 6

Emergency procedures

Reg. 298, s. 6(2)

Hold at least one emergency drill during the instructional day annually

Reg. 298, s. 11

Duties of a Principal:

Provide for the supervision of pupils when the school buildings and playgrounds are open to pupils.
Provide for the supervision of any school activity authorized by the board
Inspect the school premises at least weekly and report required repairs and any lack of attention on the part of building maintenance staff

Reg. 298, s. 20 (g)

Duties of a Teacher:

Ensure that all reasonable safety procedures are carried out in courses and activities for which the teacher is responsible

C.Y. F.S.A., s. 125 (1)

Duty to Report a Child in Need of Protection:

If a person, including a person who performs professional or official duties with respect to children, has reasonable grounds to suspect one of the following, the person shall immediately report the suspicion and the information on which it is based to a society:

1. The child has suffered physical harm inflicted by the person having charge of the child or caused by or resulting from that person’s,

i. failure to adequately care for, provide for, supervise or protect the child, or

ii. pattern of neglect in caring for, providing for, supervising or protecting the child.

2. There is a risk that the child is likely to suffer physical harm inflicted by the person having charge of the child or caused by or resulting from that person’s,

i. failure to adequately care for, provide for, supervise or protect the child, or

ii. pattern of neglect in caring for, providing for, supervising or protecting the child.

3. The child has been sexually abused or sexually exploited by the person having charge of the child or by another person where the person having charge of the child knows or should know of the possibility of sexual abuse or sexual exploitation and fails to protect the child.

4. There is a risk that the child is likely to be sexually abused or sexually exploited as described in paragraph 3.

5. The child requires treatment to cure, prevent or alleviate physical harm or suffering and the child’s parent or the person having charge of the child does not provide the treatment or access to the treatment, or, where the child is incapable of consenting to the treatment under the Health Care Consent Act, 1996, refuses or is unavailable or unable to consent to, the treatment on the child’s behalf.

6. The child has suffered emotional harm, demonstrated by serious,

i. anxiety, 

ii. depression, 

iii. withdrawal, 

iv. self-destructive or aggressive behaviour, or

v. delayed development, 

and there are reasonable grounds to believe that the emotional harm suffered by the child results from the actions, failure to act or pattern of neglect on the part of the child’s parent or the person having charge of the child. 

7. The child has suffered emotional harm of the kind described in subparagraph 6 i, ii, iii, iv or v and the child’s parent or the person having charge of the child does not provide services or treatment or access to services or treatment, or, where the child is incapable of consenting to treatment under the Health Care Consent Act, 1996, refuses or is unavailable or unable to consent to, treatment to remedy or alleviate the harm.

8. There is a risk that the child is likely to suffer emotional harm of the kind described in subparagraph 6 i, ii, iii, iv or v resulting from the actions, failure to act or pattern of neglect on the part of the child’s parent or the person having charge of the child. 

9. There is a risk that the child is likely to suffer emotional harm of the kind described in subparagraph 6 i, ii, iii, iv or v and the child’s parent or the person having charge of the child does not provide services or treatment or access to services or treatment, or, where the child is incapable of consenting to treatment under the Health Care Consent Act, 1996, refuses or is unavailable or unable to consent to, treatment to prevent the harm.

10. The child suffers from a mental, emotional or developmental condition that, if not remedied, could seriously impair the child’s development and the child’s parent or the person having charge of the child does not provide the treatment or access to the treatment, or where the child is incapable of consenting to the treatment under the Health Care Consent Act, 1996, refuses or is unavailable or unable to consent to, treatment to remedy or alleviate the condition.

11. The child’s parent has died or is unavailable to exercise custodial rights over the child and has not made adequate provision for the child’s care and custody, or the child is in a residential placement and the parent refuses or is unable or unwilling to resume the child’s care and custody.

12. The child is younger than 12 and has killed or seriously injured another person or caused serious damage to another person’s property, services or treatment are necessary to prevent a recurrence and the child’s parent or the person having charge of the child does not provide services or treatment or access to services or treatment, or, where the child is incapable of consenting to treatment under the Health Care Consent Act, 1996, refuses or is unavailable or unable to consent to treatment.

13. The child is younger than 12 and has on more than one occasion injured another person or caused loss or damage to another person’s property, with the encouragement of the person having charge of the child or because of that person’s failure or inability to supervise the child adequately.

C.Y. F.S.A., s. 125 (2)

Ongoing duty to report 

A person who has additional reasonable grounds to suspect one of the matters set out in subsection (1) shall make a further report under subsection (1) even if the person has made previous reports with respect to the same child.

C.Y. F.S.A., s. 125 (3)

Person must report directly 

 A person who has a duty to report a matter under subsection (1) or (2) shall make the report directly to the society and shall not rely on any other person to report on the person’s behalf.

C.Y. F.S.A., s. 125 (4)

Duty to report does not apply to older children

Subsections (1) and (2) do not apply in respect of a child who is 16 or 17, but a person may make a report under subsection (1) or (2) in respect of a child who is 16 or 17 if either a circumstance or condition described in paragraphs 1 to 11 of subsection (1) or a prescribed circumstance or condition exists.

Ed. Act, s. 265 (a)

Maintain order and discipline in the school

Ed. Act, s. 265 (j)

Care of pupils and property

Ed. Act, s. 265 (k)

Report to Ministry of Health

Ed. Act, s. 265 (l)

Refuse admission to infected persons

Ed. Act, s. 265 (m)

Refuse to admit to the school or classroom a person whose presence in the school or classroom would in the principal’s judgment be detrimental to the physical or mental well-being of the pupils.

Ed. Act, s.300.1 (1)

Principal may delegate his/her powers, duties or functions re behaviour, discipline and safety to vice-principal and teacher.

Ed. Act, s. 300.2

Receive reports from an employee who becomes aware that a pupil has engaged in activities leading to suspension under s. 306 (1) or s. 310 (1).

Ed. Act, s. 300.3 (1)

Principal to notify parent/guardian that a pupil has been harmed as result of activity leading to suspension under s. 306 (1) or s. 310 (1).

Ed. Act, s. 300.3 (2)

Principal must not notify the parent/guardian of a pupil who is 18 years of or older or 16 or 17 years old and has withdrawn from parental control.

Ed. Act, s. 300.3 (3) and Reg. 472/07

Principal shall not notify a parent/guardian if the principal believes doing so would put the pupil at risk of harm from a parent/guardian, such that notification would not be in the pupil’s best interest.

Ed. Act, s. 300.3 (4)

When notifying parent/guardian of a pupil under this section, the principal shall disclose,
(a) the nature of the activity that resulted in harm to the pupil;
(b) the nature of the harm to the pupil; and
(c) the steps taken to protect the pupil’s safety, including the nature of any disciplinary measures taken in response to the activity.

Ed. Act, s. 300.3 (5)

When notifying a parent or guardian under this section, the principal shall not disclose the name of or any other identifying or personal information about a pupil who engaged in the activity that resulted in the harm, except in so far as is necessary to comply with subsection (4).

Reg. 472/07, s. 7

Where principal believes that pupil has been harmed as result of activities leading to suspension under s. 306(1) or s. 310(1) and does not notify a parent/guardian due to circumstances in s. 300.3(3) of the Act, the principal must document the rationale for decision not to notify and inform S.O., teacher and board employees where applicable of decision.

Ed. Act, s. 305 (4) and Reg. 474/00

Direct a person to leave the school premises if the principal believes that the person is prohibited by regulation or under a board policy from being there. A person is not permitted to remain on school premises if his/her presence is detrimental to the safety or well-being of a person on the premises, in the judgment of the principal, a vice-principal or another person authorized by the board. A person is not permitted to remain on school premises if a policy of the board requires the person to report his/her presence on the premises and the person fails to do so. A pupil of the school may not be denied access to the premises under the above-mentioned provisions.

MOE, Provincial Model for a Local Police/School Board Protocol, 2003
(Changes to Provincial Model pending in 2011)

Duty to report to police per Police/School Board Protocol:
Types of incidents requiring police involvement or response.

· physical assault causing bodily harm requiring medical attention;

· sexual assault;

· robbery;

· criminal harassment;

· weapons offences; and

· drug offences (e.g. trafficking)

Other types of incidents, beyond those listed above, that would result in police involvement or response, such as:

· hate- and/or bias-motivated incidents;

· gang-related incidents;

· extortion;

· threats of serious physical injury;

· incidents of vandalism; and

· trespassing incidents (provisions under the Access to School Premises Regulation (O. Reg. 474/00), and the Trespass to Property Act).

It is expected that all other school-related occurrences will be dealt with on a case-by-case basis.

Reg. 298, s. 11 (1)(a)

In charge of instruction and discipline of pupils in the school

Reg. 298, s. 11 (3)(a)

Supervise the instruction in the school

Reg. 298, s. 11 (3)(k)

Instruction of pupils in the care of the school premises

Reg. 298, s. 11 (3)(m)

Obtain permission to administer a test of intelligence

Reg. 298, s. 11 (11)

Arrange for home instruction for pupils in appropriate circumstances

Reg. 298, s. 20 (a)

Duties of a Teacher:

Be responsible for effective instruction, training and evaluation of the progress of pupils in the subjects assigned to the teacher and for the management of the class or classes, and report to the principal on the progress of pupils on request

Reg. 298, s. 20 (d)

Duties of a Teacher:

Unless otherwise assigned by the principal, be present in the classroom or teaching area and ensure that the classroom or teaching area is ready for the reception of pupils at least 15 minutes before the commencement of classes in the school in the morning and, where applicable, 5 minutes before the commencement of classes in the school in the afternoon

Reg. 298, s. 20 (f)

Duties of a Teacher:

Prepare for use in the teacher’s class or classes such teaching plans and outlines as are required by the principal and the appropriate supervisory officer and submit the plans and outlines to the principal or the appropriate supervisory officer, as the case may be, on request

Reg. 143/04

Recommending Grade 7–10 pupils take a remedial program in literacy/numeracy
Recommending additional course work for Gr. 9 students

R.R.O. 1990, Reg. 285

Be the principal of the continuing education courses and classes in the school

Ed. Act, s. 28

Report names, ages, residence of pupils to attendance counsellor and S.O. and report in writing to school attendance counsellor or in every case of expulsion and readmission

Ed. Act, s. 40

Admissions to students from other districts or zones

Ed. Act, s. 41

Admission to secondary school, alternative programs and continuing education

Ed. Act, s. 264 (1)

Encourage pupils in the pursuit of learning

Ed. Act, s.265 (1)(c)

Register pupils and ensure attendance of pupils for every school day is recorded either in register supplied by the Minister or in such other manner as approved by the Minister

Ed. Act, s. 303.1 (1)

Every board shall support pupils who want to establish and lead activities and organizations that promote a safe and inclusive learning environment, the acceptance of and respect for others and the creation of a positive school climate, including,

(a) activities or organizations that promote gender equity;

(b) activities or organizations that promote anti-racism;

(c) activities or organizations that promote the awareness and understanding of, and respect for, persons with disabilities; or

(d) activities or organizations that promote the awareness and understanding of, and respect for, people of all sexual orientations and gender identities, including organizations with the name gay-straight alliance or another name. 

Ed. Act, s. 303.1 (2)

The board nor the principal shall refuse to allow a pupil to use the name gay-straight alliance or a similar name for an organization

Ed. Act, s. 303.1 (3)

Nothing shall be interpreted to require a board to support the establishment of an activity or organization in a school unless there is at least one pupil who wants to establish and lead it.

Ed. Act, s. 287.1 (1)

A principal or vice-principal may perform the duties of a teacher despite any collective agreement

Ed. Act, s. 264 (1)(a) (teaching principals)

Teach diligently and faithfully the classes or subjects assigned

Ed. Act, s. 264 (1)(h) (teaching principals)

Conduct his or her class(es) (if applicable) in accordance with a timetable to participate in board P.D. days

Reg. 181/98, s. 6 (2)

Develop an IEP for pupil in consultation with parent for whom special education program is to be provided

Reg. 181/98, s. 6 (4)

Develop a transition plan to appropriate post-secondary activities

Reg. 181/98, s. 6 (7)

Consult with community agencies and post-secondary institutions in developing transition plan.

Reg. 181/98, s. 6 (8)

Complete and forward plan to parent/adult pupil within 30 school days after placement

Reg. 181/98, s. 7

Review IEPs upon direction from board

Reg. 181/98, s. 8

Ensure that IEP is included in OSR

Reg. 181/98, s. 11 (2)

Serve on identification and placement of exceptional pupils committees (IPRC)

Reg. 181/98, s. 14 (6)

Provide parent with parent guide, written statement of when committee will meet to discuss pupil and written acknowledgement of written requests

Reg. 181/98, s. 19 (3)

Arrange for committee to meet with parent/adult pupil to discuss decision of committee upon request

Reg. 181/98, s. 21

Refer pupils to IPRC

Reg. 181/98, s. 22 (1)

Where there are multiple committees in board, principal to determine appropriate committee for pupil

Reg. 298, s. 11 (3)(e)

Supervision of pupils when the school buildings and playgrounds are open

Reg. 298, s. 11 (3)(f)

Supervision of and the conducting of any school activity

Reg. 298, s. 23 (2) & (3)

Responsible for monitoring student attendance

Reg. 298, s. 23 (4)

Every pupil responsible for his/her conduct to the principal

Reg. 298, s. 20 (b) (teaching administrators)

Carry out the supervisory duties and instructional program assigned to the teacher by the principal and supply such information related thereto as the principal may require

Reg. 298, s. 11 (1)(a)

Instruction and the discipline of pupils in the school

Reg. 298, s. 11 (3)(a)

Supervise the instruction in the school

Reg. 298, s. 11 (3)(b)

Assign duties to vice-principals and teachers in charge

Reg. 298, s. 12 (2)

A vice-principal shall perform such duties as are assigned to the vice principal by the principal.

Reg. 298, s. 12 (3)

In the absence of the principal of a school, a vice-principal, where a vice-principal has been appointed for the school, shall be in charge of the school and shall perform the duties of the principal.

Reg. 298, s. 26 (2)

Administratively supervise psychiatrists, psychologists, social workers and other professional support staff where such persons are performing their duties in the school

Ed. Act, s. 171 (1)

Assign volunteers such duties as are approved by the board and terminate such assignments

Ed. Act, s. 171 (3)

Determine work to be done by teachers and designated early childhood educators in the 5 days preceding the start of the school year, subject to the authority of the S.O.

Ed. Act, s. 260.2

Delegate duties relating to the operation of extended day program to a person approved by the board in accordance with regulations, policies or guidelines

Ed. Act, s. 265 (e)

Assign classes or subjects to teachers

Reg. 298, s. 11 (3)(g)

Conduct performance appraisals

Reg. 298, s. 11 (3)(h)

Report on performance appraisals to board and give copy to teacher

Reg. 298, s. 11 (3)(i)

Report on request on effectiveness of members of teaching staff and give teachers named a copy of the report

Reg. 298, s. 11 (3)(j)

Make recommendations to the board with respect to
(i) appointment and promotion of teachers;
(ii) demotion or dismissal of teachers

Ed. Act., s. 269

New Teacher Induction Program – as soon as possible after the new teacher first begins to teach, determine which elements of the new teacher induction program offered by the board are appropriate for that teacher to participate in (taking into account teacher’s participation in program at previous school, and the results of any performance appraisals at previous school) and inform the teacher of that determination

Ed. Act., s. 277.29

Each new teacher must be scheduled for two performance appraisals in the first 12-month period following his or her beginning to teach

Ed. Act. S. 277.29 (2)

If a new teacher is unsuccessful, further appraisals must be done as follows:

1.       If the teacher received two ratings that were not satisfactory and was placed on review as a result of the second such rating, a third appraisal within 120 school days of the day on which the teacher is notified that he or she is on review status

2.       If the teacher received one not satisfactory rating and one satisfactory rating in the first 12-month period, a third appraisal within 120 school days of the commencement of the second 12-month period following the teacher’s beginning to teach

3.       A fourth appraisal, if needed, within 120 school days of the third appraisal but no later than the end of the second 12-month period following the teacher’s beginning to teach

O. Reg. 99/02, ss. 5-8

Conduct teacher performance appraisals of teachers assigned to their school in the evaluation year scheduled for the teacher (every 5 years), or at such intervals as the principal considers appropriate, subject to any requirements in Part X.2 of the Act or any regulation, guideline, rule or policy under that Part
Give the teacher written notice of the rating (satisfactory or unsatisfactory) determined for each performance appraisal conducted under this section
May conduct performance appraisals of a teacher assigned to the school that are additional to those required, if the principal considers it advisable to do so in light of circumstances relating to the teacher’s performance

Ed. Act, s. 277.17

A duty or power of a principal to conduct a performance appraisal may be delegated by the principal assigned to a school to a vice-principal assigned to the same school.

Reg. 99/02, s. 8

A performance appraisal must include the following steps:
1. A meeting between the principal and the teacher in preparation for a classroom observation of the teacher and to review the teacher’s current learning plan

3. A classroom observation to evaluate the teacher’s competencies, including a determination by the principal of whether the teacher has the knowledge and is employing the practices described in the guidelines issued by the Minister under subsection 277.33 (1) of the Act
4. A meeting between the principal and the teacher after the classroom observation,
i. to review the results of the classroom observation, and,
ii. to discuss other information relevant to the principal’s evaluation of the teacher’s competencies
...
iv. to finalize the teacher’s learning plan for the current year.
...
7. Preparation by the principal of a summative report of the performance appraisal, in a form approved by the Minister, containing,
i. the principal’s evaluation of the teacher
ii. the principal’s overall performance rating of the teacher, and
iii. the principal’s explanation for the rating
8. Provision to the teacher of a copy of the summative report, signed by the principal, within 20 school days after the classroom observation
9. Signature by the teacher of a copy of the summative report, to acknowledge receipt by the teacher of a copy of the report
10. Provision to the appropriate board of a copy of the summative report, as signed by both the principal and the teacher, and the teacher’s learning plan for the year
At the request of either the teacher or the principal, the teacher and principal shall meet to discuss the performance appraisal after the teacher receives a copy of the summative report

Ed. Act., s. 277.36 – 277.38

Where TPA unsatisfactory, within 15 school days the principal shall,
(a) give written notice of unsatisfactory rating and explain reasons
(b) explain what is lacking in performance
(c) explain what is expected
(d) with input from teacher, recommend steps/actions to improve
(e) provide teacher and S.O. with a copy of TPA
(f) provide teacher and S.O. with a brief written summary of (a) to (c)
and
(g) provide teacher and S.O. with a written improvement plan setting out steps/actions referred to in clause (d).
AND, within 60 school days conduct a second performance appraisal (timing discretionary, balancing desirability of giving teacher a reasonable opportunity to improve performance against quality education for pupils)

Where second unsatisfactory rating, within 15 school days
(a) give teacher written notice of unsatisfactory rating, explain reasons, place the teacher on review status and advise teacher in writing of that fact (b) explain what is lacking in performance
(c) explain what is expected
(d) explain ways, if any, teacher’s performance has changed since previous performance appraisal
(e) seek input from teacher re: steps/actions to help teacher improve
(f) provide S.O. and teacher with TPA document and copies of all documents relied on in conducting the performance appraisal
(g) consult with S.O. and prepare written improvement plan setting out steps/actions teacher should take to improve (including teacher input) and
(h) provide teacher and S.O. with a brief summary in writing of explanations referred to in clauses (a) to (d), and the written improvement plan prepared under clause (g).

While teacher on review status,
(a) monitor teacher’s performance
(b) consult regularly with S.O. re: performance/steps to improve it
(c) provide feedback/recommendations to:
Within 120 school days, conduct one more performance appraisal. Where rating is not unsatisfactory, principal must advise teacher immediately that he/she ceases to be on review status and give written notice of rating. If unsatisfactory, principal notifies board that teacher’s employment should be terminated (written reasons, copy of TPA documents, with copy to teacher).
May recommend termination within 120 day period if principal and S.O. jointly determine that further delay is inconsistent with best interests of pupils.

Reg. 234/10, s. 6(1)

In consultation with S.O., principal to develop performance plan in each evaluation year

Reg. 234/10, s. 7(1)

Develop principal’s annual growth plan

Reg. 234/10, s. 7(3)

Review and update principal’s annual growth plan from previous year with S.O.

Reg. 234/10, s. 27(1)(2)(3)

Evaluation cycle for vice-principals is 5 consecutive years
Each vice-principal is to be evaluated once during each evaluation cycle.
The first evaluation year for a vice-principal is:

i.            the first year in which the vice-principal is employed with the board if previously employed as vice-principal

ii.            the second year in which the vice-principal is employed with the board if the vice-principal is new to the role

For all other vice-principals, the first evaluation year is any year chosen by the board that ends on or before June 30, 2015.

Reg. 234/10, s. 27(4)

Vice-principal Performance Appraisal, principal to notify vice-principal of evaluation year within 20 school days after start of school year

Reg. 234/10, s. 28(1)

Principal to conduct performance appraisal of vice-principal

Reg. 234/10, s. 29(1)

Principal may conduct additional performance appraisal of vice-principal

Reg. 234/10, s. 30(1)

In consultation with principal, vice-principal to develop performance plan in each evaluation year

Reg. 234/10, s. 31

Vice-principal to develop annual growth plan

Reg. 234/10, s. 31(3)

Vice-principal to review and update vice-principal’s annual growth plan in consultation with principal

Reg. 234/10, s.32(2)

A performance appraisal of a vice-principal by a principal must include the following steps:

1.       A meeting between the principal and the vice-principal to develop the vice-principal’s performance plan and to review and update the annual growth plan if needed

2.       A second meeting between the principal and the vice-principal to review the progress of the vice-principal towards achieving goals in plan

3.       A third meeting between the principal and vice-principal to review the results of the actions taken by the vice-principal to achieve goals in plan and to review the annual growth plan

4.       Preparation by the principal of a summative report of the performance appraisal in a form approved by the Minister, containing:
i. the principal’s evaluation of the vice-principal;
ii. the principal’s overall performance rating of the vice-principal;
iii. the principal’s explanation for the rating

5.       Provision to the vice-principal a copy of the summative report, signed by the principal, within 15 school days after third meeting

6.       Signature by the vice-principal of a copy of the summative report, to acknowledge receipt by the vice-principal of the copy

7.       Provision by vice-principal of signed copy of summative report to principal within 10 school days after receiving a copy

8.       At the request of either the vice-principal or principal, the vice-principal and teacher shall meet to discuss the performance appraisal within 10 school days after the vice-principal receives a copy of the report

9.       After the meeting in 8 or if there is no meeting, after the time for a meeting has expired, principal is provide the board with a copy of:
i. the summative report, signed by both the principal and the vice-principal;
ii. the vice-principal’s performance plan and annual growth plan for the year;
iii. all other documents relied on in conducting the performance appraisal

Reg. 234/10, s.34 (1)(2)

If a principal assigns an initial unsatisfactory rating, the principal must, within 15 school days after the vice-principal receives the report:

a.        explain the reasons for the rating

b.       explain to the vice-principal what is lacking in performance

c.        explain to the vice-principal the expectations in areas where performance is lacking

d.       seek input from vice-principal as to steps/actions that would help the vice-principal improve and the timelines to carry out the steps/actions

e.        provide the vice-principal and the S.O. with a copy of the summative report and any document relied on in conducting the appraisal

f.        prepare a written improvement plan for the vice-principal

g.       provide the vice-principal and S.O. with a brief written summary of the explanation in a) to c) and a copy of the written improvement plan

Principal and vice-principal to sign the improvement plan acknowledging receipt and each to retain a copy. Principal to conduct a second performance appraisal and assign rating for the appraisal between 40 to 80 days after the vice-principal receives a copy of the summative report for the first performance appraisal.

Reg. 234/10, s. 35

If a principals assigns a second unsatisfactory rating, the principal must, within 15 school days after the vice-principal receives the summative report of the second appraisal:

a.        explain the reasons for the rating to the vice-principal, place the vice-principal on review status and advise the vice-principal, the S.O. and director in writing

b.       explain to the vice-principal what is lacking in performance

c.        explain to the vice-principal the expectations in areas where performance is lacking

d.       explain to the vice-principal the ways, if any, in which his/her performance has changed since the first appraisal.

e.        seek input from vice-principal as to steps/actions that would help the vice-principal improve and the timelines to carry out the steps/actions

f.        prepare a written improvement plan for the vice-principal

g.       provide the vice-principal, S.O. and director with:
i. a copy of the summative report and other documents relied on in conducting the appraisal.
ii. a brief written summary of the explanations in (a) to (d)
iii. a copy of the written improvement plan

h.       meet with the vice-principal to discuss the improvement plan

Reg. 234/10, s. 36–37

Throughout any period during which a vice-principal is on review status, the principal shall:

a.        monitor the vice-principal’s performance

b.       consult regularly with S.O. regarding the vice-principal’s performance and steps that may be taken to improve it

c.        provide feedback and recommendations to vice-principal as the principal considers might help performance

o    Principal shall conduct a third performance appraisal of vice-principal

o    Principal shall assign a rating to the vice-principal between 20 and 60 school days after the days on which the vice-principal is advised that he/she is on review status

o    Where principal conduct third performance appraisal of vice-principal, and determines that the rating is satisfactory:

a.        the vice-principal immediately ceases to be on review status; and

b.       the principal shall advise the S.O., director and vice-principal of the fact in writing and give written notice of the rating to the vice-principal.

o    Where principal conduct third performance appraisal of vice-principal, and determines that the rating is unsatisfactory, the principal and S.O. shall promptly notify the board in writing and recommend that:

a.        the vice-principal be reassigned or terminated; or

b.       other appropriate actions to be taken

o    The principal and S.O. shall also provide the board with a copy of the summative report and copies of all documents relied upon in the initial and second appraisals

o    The principal shall promptly provide the vice-principal with copies of the notice and recommendations, a copy of the summative report and copies of all documents relied upon in the initial and second appraisals.

Reg. 98/02, s. 2(2)

Teacher Learning Plans, principal to review teacher learning plan from previous year, teacher’s learning and growth plan from previous year and summative report of most recent TPA with teacher

Reg. 98/02, s. 2(4)

In non-evaluation year, principal to meet with teacher to discuss teacher learning plan if either teacher or principal requests it.

Reg. 98/02, s. 2(5)

Principal to sign teacher’s learning plan for the year and retain a copy.

Occ. Health and Safety Act, ss. 25-27

Duties of Employer/Supervisor relating to protection of workers (extensive list of duties)

Occ. Health and Safety Act, s. 32.03

Assess the risks of workplace violence that may arise from the nature of the workplace, the type of work or conditions of work.
Provide the joint health and safety committee or a health and safety representative of the results of the assessment and provide a copy in writing

Occ. Health and Safety Act, s. 32.04

Take every precaution reasonable for the protection of a worker if aware or ought reasonably to be aware that domestic violence could expose a worker to physical injury in the workplace

Occ. Health and Safety Act, s. 32.05(2)

Provide a worker with,

a.        information and instruction that is appropriate for the worker on the contents of the policy and program with respect to workplace violence; and

b.       any other prescribed information or instruction

Occ. Health and Safety Act, s. 32.05(3)(4)

Principal has a duty to advise a worker of potential or actual danger to the health or safety of the worker under ss. 27(2). This also includes a duty to provide information, including personal information related to a risk of workplace violence from a person with a history of violent behaviour if,

a.        the worker can be expected to encounter that person in the course of his or her work; and

b.       the risk of workplace violence is likely to expose the worker to physical injury by the person.

Shall not disclose more personal information that is reasonably necessary to protect the worker from physical injury

Reg. 298, s. 3 (6)

Provide for recess or intervals for pupils between periods

Reg. 298, s. 11 (1)(b)

Organization and management of the school

Reg. 298, s. 11 (3)(b)

Assign duties to vice-principals and teachers in charge of organizational units or programs

Reg. 298, s. 11 (3)(c)

Retain on file up-to-date copies of outlines of courses of students that are taught in the school

Reg. 298, s. 7

Select textbooks for use of pupils

Reg. 298, s. 11 (3)(d)

Make outlines of courses of study available

Reg. 302

Supervise the distribution of free milk to pupils

Reg. 435/00

Decide whether opening/closing exercises will include pledge of citizenship

Ed. Act, s. 265 (1) (d)

Collect information to include in OSR for each pupil and to establish, maintain, retain, transfer and dispose of record.

Ed. Act, s. 265 (1) (e)

Prepare timetable, to conduct the school according to timetable and school year calendar

Ed. Act, s. 265 (1) (h)

Ensure textbooks are those approved by the Board or Minister

Ed. Act, s. 266 (2.1)

Give MOH personal information in respect of pupils at the school

Ed. Act, s. 266 (5)

Consider requests for changes to pupil records by parents

Reg 298 s.11(3)(q)

Assign suitable quarters for lunch

Reg. 474, s. 3

Judge whether a person’s presence on school premises is detrimental to the safety or well-being of a person on the premises (does not apply to students enrolled at the school or students completing a program for suspended or expelled students at the school)

Ed. Act, s. 265 (1)(l)

Refuse admission of persons with communicable diseases

Ed. Act, s. 265 (1)(m)

Right to refuse to admit a person (includes pupil) to school or class if in principal’s judgment presence detrimental to the physical or mental well-being of the pupils

Ed. Act, s. 265 (1)(n)

Visitor’s Book

Ed. Act, s. 305 (4)

May direct a person to leave the school premises if the person is prohibited by regulation or under a board policy from being there

Reg. 435/00, s. 2 (3)

Before principal decides whether opening or closing exercises will include recitation of the pledge of citizenship, shall consult with school council (must be reviewed annually 2 (4))

Reg. 298, s. 11 (12)

Provide Ministry materials to school council

Reg. 298, s. 11 (12.1)

Post Ministry materials distributed to school council in the school

Reg. 298, s. 11 (13) & (14)

Make names of school council members known to parents within 30 days of election

Reg. 298, s. 11 (16)

Attend every meeting of school council, unless ill or reason beyond control

Reg. 298, s. 11 (17)

Act as resource person to school council and assist school council in obtaining information

Reg. 612/00, s. 3

Principal a member of school council

Reg. 612/00, s. 4 (6)

Principal shall give written notice of school council election to parents

Reg. 612/00, s. 12 (7)

Principal shall give written notice of school council meetings to parents

Reg. 612/00, s. 12 (2)

Fix a date for the first school council meeting within the first 35 days of the school year

Reg. 612/00 s. 18

Principal may delegate powers to a vice-principal

Reg. 612/00, s. 20

Receive recommendations from school council

Reg. 612/00, s. 24

Receive school council’s annual report and distribute to parents of every pupil in school

Reg. 298, s. 11 (19) & s. 303 (3)

Solicit views of school council in respect of:

· local code of conduct

· school policies respecting appropriate dress

· school action plans for improvement based on EQAO reports

Ed. Act, s. 303 (3)

When establishing or reviewing a local code of conduct, the principal shall consider the views of the school council with respect to its contents