The Handbook for School Leaders
A Practical Guide for Principals and Vice-principals
Print
Table of Contents


Introduction
1. School Leadership for an Inclusive Education System
2. The Handbook for School Leaders: An Overview
3. How to Use The Handbook
4. Advice for New Principals and Vice-principals
Support for School Leaders
1. What to Do When You Need Help
2. When to Call the PST for Assistance
Ask An Expert
1. Introduction
2. Testifying as a Witness
3. Civil Liability (Lawsuits)
4. Custody and Access
Role of the Principal
1. The Principal’s Role as Described by the Ministry of Education
A. OPC Role of Principal – The Provincial Code of Conduct — (November 2008)
B. Delegation of Powers, Duties or Functions
C. OPC Role of Principal – School Councils — (November 2008)
Legal Framework
1. Hierarchical Framework of Authorities: An Overview
A. Federal
B. Provincial
C. District School Boards
D. Individual Schools: Policies, Procedures and Rules
2. Relevant Legislation: Where to Find It
3. Duties of the Principal – Education Act, Section 265
4. Role of the Principal as defined by Statute and Contract
5. Acts, Regulations and Statutes
A. Ontario and Federal
B. Policy and Program Memoranda — Ministry of Education
C. Other Related Materials
D. The Education Act: An Overview
E. Frequently Cited Regulations Made Under the Education Act
F. Regulation 298, Operation of Schools — General: An Overview
6. Discipline, Demotion, Dismissal — What Will Get You In Trouble
A. Employer Discipline (District School Board)
B. Ontario College of Teachers (OCT)
C. Provincial Offences
D. Ontario Human Rights Tribunal of Ontario — (also Employer)
E. Privacy Commission
F. Civil Court (Lawsuits) and Tribunals
Liability and Negligence in Schools
1. First Steps to Reduce Risk
A. Review Board Policies and Procedures
B. Review, Communicate and Monitor School Policies and Procedures
C. Keep Current: Resources
D. Develop the Documentation Habit
E. Encourage Staff to Keep Up-to-Date
2. Concepts and Issues: An Overview
A. Liability
B. Negligence
C. Lawsuit
D. Duty and Standard of Care
E. Risk Management
3. Duty to Provide Adequate Supervision of Pupils
A. The OPC Recommended Supervision Standards for Ontario Schools
4. Liability Insurance
A. What is It?
B. Who is Covered?
C. Conditions on Coverage
5. What to Do When a Claim Arrives
6. Resources
A. OSBIE Risk Management Calendar
B. Seminars and Conferences
C. Publications
Management Skills
1. Managerial Excellence and School Leadership: An Overview
2. Time Management
A. Getting Started
B. Setting Up Your Office
C. Your Filing System
D. Doing the Right Job at the Right Time: More Time Management Tips
E. Managing Your Email
F. Your Office Administrator
3. Delegation
A. Seven Dimensions of Delegation and Related Key Behaviours of Effective Principals
B. Four Delegation Tips
C. Dare to Delegate Checklist
4. Visibility: Management by Walking Around
A. An Overview
B. Planned Visibility: Ten Practical Tips
5. Principal’s Routines
A. A Sample of Principal’s Routines
B. A Sample Elementary School Principal’s Daily Routine
C. A Sample Secondary School Principal’s Daily Routine
6. Overview of School Year
A. Sample Checklists
B. Principal’s Checklist
Public Relations
1. Why is Public Relations Important in School Leadership?
2. Know and Understand Your School Board’s Communications Protocols
3. Create a Compelling Story, Then Share It
Media Relations and Crisis Communications
1. Media Relations
A. Things to Remember About the Media
B. Working With Reporters
C. Pitching a News Story
D. Writing a News Release
E. When Not to be Interviewed
F. There’s a Reporter on Line One – Don’t Panic
G. Create Compelling Key Messages
H. You’re on the Air
2. Crisis Communications
A. What is a Crisis?
B. Before a Crisis Hits
C. When a Crisis Hits
D. Responding to Media During a Crisis
E. In the Days Following a Crisis
Managing Conflict and Difficult People
1. The Conflict Triangle: People, Process, Situation
2. Reacting to Conflict
3. How Do You Respond to Conflict?
4. Conflict Resolution: An Overview
A. Principles of Conflict Resolution
B. Conflict Resolution: A Continuum
C. When to Use Mediation
5. Dealing with Difficult People and Complaints
A. Handling Complaints
B. Useful Responses in Difficult Situations
C. The Power of Silence
6. Relationships with Parents
A. Establishing Relationships
B. Relations With Parents — Options When Reasonableness Fails
C. Dealing with Conflict
Effective Meetings
1. Before the Meeting
A. Considerations
B. Meeting Planning Checklist
C. Sample Meeting Agendas
D. Sample Staff Meeting Template
2. During the Meeting
3. After the Meeting
Records and Information Management
1. Getting Started
2. Confidentiality and Disclosure
A. OSRs and the Courts
B. Confidential Information and the Courts
C. Confidentiality and the Duty to Report
D. Confidentiality and the Occupational Health and Safety Act
3. The Ontario Student Record (OSR)
4. Legislation Regarding Records and Information Management
A. An Overview
B. The Municipal Freedom of Information and Protection of Privacy Act
C. The Child, Youth and Family Services Act 2017 and Information Disclosure
Budget and Resource Management
1. School Budget: An Overview
A. The Education Act
B. Conflict of Interest
2. Local Financial Responsibility: The Principal’s Accountability
A. Purchasing Procedures
B. School Budget
C. Petty Cash/Cash Advance
D. Expense Reimbursement
E. Non-board Funds (Non-public Funds)
F. Audit
G. Insurance
H. Asset Control
I. Transfer of School Principal
3. Board-wide Impact: The Principal’s Role
A. Purchasing Policy
B. Hiring Part-time Staff
C. Contracts
D. Technology
E. Enrolment Reporting
F. Provincial Funding Model
4. Tips Regarding Budget and Resource Management
5. School Budget Cycle (Sample)
6. School Budget Priorities (Checklist)
Technology
1. Getting Started
A. Getting Oriented in Your New School
B. Technology Inventory
C. Further Considerations for Getting Started
2. Technology and School Administration
A. Using the Internet to Assist You with Your Job
3. Technology and the Curriculum
A. The Role of Technology in the Curriculum: An Overview
B. The Ontario Curriculum Unit Planner
C. e-Learning
D. Internet Safety: A List of Websites
E. Use of Copyright-Protected Works for Education
4. Building the School Technology Plan
A. Ten Essential Elements for Developing an Effective Technology Plan
B. Building Your School Technology Plan: A Starting Point
School Councils
1. Preparing to Work with Your School Council
A. Review Current Legislation, Policies and Additional Documentation
B. Gather Further Information
2. Working with the School Council
A. Getting Under Way
B. Considering Other Issues
C. Finding a Focus
D. Soliciting Views of School Council
3. School Councils and the Role of the Principal
A. Roles and Responsibilities of School Council Members: The Principal
B. The School Council’s Role in the Selection and Placement of Principals
4. Effective School Councils
A. Characteristics of Effective School Councils
B. What if Disputes Arise Between Members of the School Council?
C. School Councils and Confidentiality
D. Tips for Successful School Council Meetings
School Activities and Field Trips
1. School Activities and Special Events
A. An Overview
B. School Activities and Field Trips: Getting Started
C. Planning and Organization of a Field Trip or Co-Instructional Program
D. Fundraising
E. Assemblies and Special Events (Daytime)
F. Dances and Special Events (Evenings and Weekends)
2. Field Trips
A. Preparation
B. Authorization
C. Supervision
D. Costs
E. Transportation
Labour Relations, Employment Law and Terms and Conditions of Employment
1. Labour Relations and Contract Negotiation
A. Managing in a Unionized Environment
B. The Management Team
C. Progressive Discipline
D. Performance Appraisal
E. Grievances
F. In the Event of Job Action
2. Basic Principles of Employment Law
3. Workplace Investigation
4. Principal/Vice-Principal as the Respondent
A. Overview
B. Investigation Procedure
C. Interview with the Investigator
5. Terms and Conditions of Employment for Principals and Vice-Principals
A. Overview
B. The Right to Negotiate under the Charter 
C. Good Faith Negotiations 
D. Negotiated Provisions 
The Ontario College of Teachers
1. Investigation of Complaints by the Ontario College of Teachers
A. What to do Do if a Complaint is Made Against You to the College
B. When a Member of the Public Has Concerns About a Teacher
C. Members' Rights During an Investigation
2. Professional Advisories
3. Ethical Standards for the Teaching Profession
4. Standards of Practice for the Teaching Profession
5. Professional Learning Framework for the Teaching Profession
6. Publications and Documents
7. Margaret Wilson Library
Special Education
1. Special Education Legislation and Policy Direction
A. The Education Act on Special Education
B. Special Education Regulations
C. Special Education: Ontario Ministry Documents — Realizing the Promise of Diversity: Equity and Inclusive Education Strategy (2009)
D. Policy/Program Memoranda
E. Resource Documents
F. Related Information
G. Roles and Responsibilities: Principal, Teacher, Special Education Teacher, Parent/Guardian and Student
2. Special Education: Getting Started
A. Board Documents
B. School Based Teams
3. Identification Placement Review Committee (IPRC)
A. An Overview
B. The IPRC Timeline
4. Individual Education Plan (IEP)
A. An Overview
B. The IEP Process: An Overview
5. Human Rights Legislation, Policies and Proceedings
A. Human Rights Code, R.S.O. C.22
B. Guidelines on Accessible Education
C. Human Rights Tribunal of Ontario
6. Learning for All K-12 (Draft Document)
A. Our Shared Beliefs
B. The Breakthrough Systems
C. Instructional Approaches
D. The Tiered Approach
Supervision of Staff Performance and Behaviour
1. Getting Started
A. Definitions and Documents
B. Collective Agreements
2. Supervision of Vice-principals
3. Teacher Performance Appraisal (TPA)
A. Legal Framework
B. Teacher Performance Appraisal Framework (Experienced and New Teacher)
C. Annual Learning Plan (ALP)
D. Experienced Teacher TPA
E. New Teacher Induction Program (NTIP) - Teacher Performance Appraisal
F. A Year-Long Approach to the Teacher Performance Appraisal Process
4. Supervision of Behaviour
A. Progressive Discipline
B. Inappropriate or Unacceptable Behaviour
C. Insubordination
D. Professional Misconduct
E. Dismissal
F. Guidelines for Administrators
Safe and Accepting Schools: Understanding your responsibilities - New
1. What You Need to Know
A. Requirements
B. Progressive Discipline
C. Suspension
D. Expulsion
E. Progressive Discipline/Mitigating Factors Checklist
F. Employee Responsibility to Report and Principal Duty to Investigate
G. Notification of Students Harmed
H. Safe Schools Incident Reporting Form
I. Search and Seizure
J. Event Protocol
K. Police/School Board Protocol
L. Access to School Premises: Regulation 474/00
2. What’s Nice to Know:
A. Ongoing updates to requirements regarding Safe and Accepting Schools.
B. Progressive Discipline Policies
C. Effective Documentation Checklist
D. Codes of Conduct
E. School Attendance
F. Dress Codes
3. Want to Know More?
Protecting Students at Risk
1. Reporting Child Abuse
A. Overview of Duty to Report
B. Allegations of Abuse by a Staff Member
2. Allegations of Discrimination
A. A Principal's Duty
3. Bullying
A. What is Bullying?
B. Prevention of Bullying
C. Bullying Prevention and Intervention: Role of Boards
D. Bullying Prevention and Intervention: Role of Schools
E. Duties of the Principal
F. Suspension and Expulsion for Bullying
4. Cyberbullying
A. An Overview
B. Principal's Role
C. Bullying of Principals — What To Do When It's You
Occupational Health and Safety
1. Duties of the Principal
2. Conducting a School Safety Inspection
3. Developing Occupational Health and Safety Procedures
4. Health and Safety Work Refusal
5. Workplace Violence
6. Resources
Emergency Preparedness
1. Getting Started
2. Preventive Measures
A. Emergency Response Commitee
B. Emergency Response Plan
C. Crisis Communication Response Plan
D. Equipment and Information
E. Evacuations, Lockdowns and Other Emergency Responses
3. Guiding Principles in Emergencies
A. Take Control
B. Call for Emergency Assistance
C. Communicate, Communicate, Communicate
D. Checklist of Immediate Action in Emergencies
E. Emergency Call Sequence - The Eight Steps
F. Principal 911 - Contact Checklist Review
G. Lockdown Procedure Guidelines
4. Follow-up and Evaluation
Student Medical Needs
1. Getting Started
A. Board Policies and Procedures and School Practices
B. Individual Student Needs
C. Prevention Programs
2. Responding to Specific Situations
A. Anaphylaxis: Allergies and Emergency Medical Treatment
B. Sabrina's Law
C. Ryan’s Law-Ensuring Asthma Friendly Schools
D. Administration of Medication to Students
E. Accidents and Injuries
3. Other Health Issues
A. Chronic Illness
B. Smoking
C. Immunization
D. Communicable and Infectious Diseases
4. A Comprehensive School Health Program
A. Social/Medical/Physical Support
B. Preventive Health
Print
Recently Changed Content

Book Structure Changed Documents


Part 0 — Introduction
Introduction
Support for School Leaders
Ask An Expert
Role of the Principal
Legal Framework
Liability and Negligence in Schools
Management Skills
Public Relations
Media Relations and Crisis Communications
Managing Conflict and Difficult People
Effective Meetings
Records and Information Management
Budget and Resource Management
Technology
School Councils
School Activities and Field Trips
Labour Relations, Employment Law and Terms and Conditions of Employment
The Ontario College of Teachers
Special Education
Supervision of Staff Performance and Behaviour
Safe and Accepting Schools: Understanding your responsibilities - New
Protecting Students at Risk
Occupational Health and Safety
Emergency Preparedness
Student Medical Needs
Search:
Keywords:
Workplace Violence Last Updated: 2012-06-15

Occupational Health and Safety Act Amendments (Formerly Bill 168)

Bill 168 introduced by Ontario’s Minister of Labour (MOL) was passed into law on December 15, 2009. This Bill amends the Occupational Health and Safety Act (OHSA) by prescribing a process that employers must follow to deal with violence and harassment in the workplace. Schools are workplaces within the meaning of the Act and principals/vice-principals are considered both supervisors and employees with specific responsibilities and entitlements. These legislative changes came into force on June 15, 2010. The table below highlights the key amendments, demonstrates how those amendments translate into responsibilities for P/VPs and offers some words of caution with respect to these new changes. It is imperative that principals are aware of the duties as prescribed by these amendments and highlighted in the chart below.

 

KEY OHSA AMENDMENTS PRACTICAL IMPLICATIONS WORDS OF CAUTION
A workplace violence policy must be developed and reviewed at least annually. (32.0.1(1)(a) and (c)) Boards must draft this policy and may require P/VP input. The prescribed definition of workplace violence1 must be included. ESAO recommends one all-encompassing policy. There can be no deviation from the prescribed definitions and process.

Consider implications for other policies: Safe Schools, OHSA, police/board protocols.
A workplace harassment policy must be developed and reviewed at least annually. (32.0.1(1)(b) and (c)) Many boards already have a policy. It must now be revised to include the required elements. The definition of workplace harassment 2 must be included. If the Board already has a policy, it will need to be reviewed to ensure it includes the prescribed terms. This may be an opportunity to obtain other “gains” in the policy. For example, encourage a delineation of what is not “workplace harassment.” See the “Educator’s Guide to Understanding Workplace Harassment“ for other policy suggestions. This may also be an opportunity to acquire a Workplace Harassment policy separate from Human Rights.


1 “Workplace violence”means,

  1. the exercise of physical force by a person against a worker, in a workplace, that causes or could cause physical injury to the worker,
  2. an attempt to exercise physical force against a worker, in a workplace, that could cause physical injury to the worker,
  3. a statement or behaviour that is reasonable for a worker to interpret as a threat to exercise physical force against the worker, in a workplace, that could cause physical injury to the worker.

2 “Workplace violence”means engaging in a course of vexatious comment or conduct against a worker in a workplace that is known or ought reasonably to be known to be unwelcome.

 

Key OHSA Amendments Practical Implications Word of Caution

Both policies must be posted in a conspicuous location. (32.0.1(2),

P/VP will need to ensure the most up-to-date policies are appropriately posted. MOL inspectors will check for appropriate postings.

Employers must develop and maintain a program to implement the workplace violence policy that includes
procedures to control risks, summon immediate assistance
and to report, investigate and deal with violent incidents.

The employer also has to provide employees with “information and instruction” regarding the violence policy
and program. (32.0.2(1) and (2))

P/VPs are supervisors under the Act with clear legislative and employment duties. P/VPs need to understand, reinforce the Board “teaching” and implement these processes. P/VPs will need to ensure that all staff understand the definition of workplace violence and how /to whom to report incidents. Once the processes are understood, P/VPs need to ensure they have the school resources to carry them out (e.g. two-way radios, panic buttons, adult in close proximity). MOL inspectors intend to speak with individual employees to “test” their knowledge of the policy, not simply whether they attended training. Staff will need to be able to explain the reporting process and how to summon immediate assistance.

How principals handle the obligation to have measures in place to summon immediate assistance will vary based on the risk assessment (below).

A mandatory assessment of the risk of violence for each workplace is required. The assessment must consider the nature of the workplace, type and conditions of work. (32.0.3(1),

A reassessment is required “as often as is necessary” to ensure the workplace violence policy and procedures continue to protect workers from workplace violence. (32.0.3(4))

P/VPs are likely to be directed to perform the risk assessments for their schools. A board supplied checklist is crucial to this exercise. The checklist needs to consider all programming and uses of the building – special education, Early Learning Plan, before/after school care, home visits, extra-curricular uses, community use, night/summer school programs, etc. Employees, whose jobs involve frequent contact with the public, who handle money and work alone at night must also be considered. The MOL is preparing a general checklist (not education sector specific) that may assist. The Education Safety Association of Ontario also has a workbook to guide these assessments. There is some suggestion that employee surveys may be one source of data for these risk assessment. If so, it must be clear that it is risk of violence (not harassment) data that is being sought.

It does not appear necessary to “re-assess” when new students or staff arrive at the school and indeed this could attract human rights complaints. The “assessment” is to test and assess existing processes to ensure they can respond to anticipated violent events.



KEY OHSA AMENDMENTS PRACTICAL IMPLICATIONS WORDS OF CAUTION

The JHSC must be advised of the results of the assessment and given a copy if it is in writing. (32.0.3(3))

P/VPs will be responsible to advise the school JHSC of the results of the assessment and to share the assessment with the board in the manner directed.

Be careful to follow board direction where the JHSC exists only as a central
committee in terms of communication.

If employers become aware or ought reasonably to know that a situation of domestic violence could expose a worker to violence in the workplace, it must take every reasonable precaution to protect the worker. (32.0.4)

There is no definition of “domestic violence.” The MOL is going to release a background resource to give employers and employees guidance around this issue. The intention is that the behaviour in question must satisfy the definition of workplace violence and be initiated by a family member or partner.

This section should not prompt P/VPs to make inquiries into the personal lives of their staff. If however staff relay information directly or indirectly to administration or provide documentation (i.e. restraining order) that triggers the concern that domestic violence could manifest in the workplace, the P/VP must act. A discussion with the SO, board counsel and staff member involved should occur with a view to determining what reasonable steps could be taken to protect the worker and his/her colleagues (interior classroom, communications device, buddy system to/from parking lot, different hours).

The employer must provide and the supervisor advise, a worker of information
(including personal information) where there is a risk of workplace violence from a person with a history of violent behaviour and the worker is likely to be exposed to physical injury. No more personal information than is reasonably necessary to protect the worker from physical injury is to be shared. (32.0.5(2), (3), (4))

Boards and principals have had the duty to provide/advise employees of information to protect employees’ health and safety and to warn of potential or actual dangers. This amendment expands the information sharing responsibility considerably to now compel the sharing of personal information about other board employees and students in certain circumstances. Opportunity/obligation to review confidentiality expectations with
staff.

It is critical that P/VPs seek direction from boards around their new information-sharing mandate.

1. Will boards advise P/VPs if offence declarations or CBCs reveal an employee’s history of violent behaviour that must be disclosed?
2. How does the board want P/VPs to interpret “history of violent behaviour” in the absence of a definition in OHSA? How far back in an employee or student’s history must one look and account
for such a history?



 

KEY OHSA AMENDMENTS PRACTICAL IMPLICATIONS WORDS OF CAUTION
   
  1. Do the Ed Act confidentiality provisions (eg. OSRs) trump the I?
  2. What do boards advise vis-à-vis disclosure of personal, medical information and the OHRC, Charter?
  3. How, if at all, will this impact information received under YCJA?
  4. What criteria should be used by the P to guide the decision of whether and which worker(s) are at risk of workplace violence from the person in question and therefore entitled to be given information? Find creative ways to share key information without violating legislation, and remember only share the minimum information necessary to protect the worker from physical injury
Employers must develop and maintain a program to implement the workplace harassment policy that includes procedures to control, report incidents, investigate and deal with workplace harassment incidents.

The employer also has to provide employees with “information and instruction” regarding the workplace harassment policy and program. (32.0.2(1) and (2)) and program. (32.0.2(1) and (2))
P/VPs are supervisors under the Act with clear legislative and employment duties. P/VPs need to understand, reinforce the board “teaching” and implement these processes. P/VPs will need to ensure that all staff understand the workplace harassment policy and how/to whom to report incidents. Principals and vice-principals may be more frequently the recipients of complaints under this policy, despite their best efforts to comply.
Employees with the right to refuse work may now do so where they believe workplace violence is likely to endanger themselves. (4.(1)–(6)) P/VPs must ensure that they understand the different rights of work refusal available to their staff (teachers – limited right – only where life, health safety of a pupil is not in imminent jeopardy) whereas EAs have full rights of work refusal. Workplace harassment incidents would not form the basis of work refusals.

Other Related Matters

The OHSA is legislation which has been given paramountcy over all other provincial laws (s. 2(2)).* If there is a conflict between the OHSA and the Education Act, OHSA will prevail. The MOL insists that these two Acts do not conflict but rather there are times when certain sections “compete” with one another. For example, s.32.0.5(3) of OHSA appears to require a supervisor (P/VP) to provide education assistants with personal student information where that student has a history of violent behaviour and the EA can be expected to encounter that student in the course of his/her work. The Education Act prohibits the disclosure of information contained in the OSR to EAs absent parent consent. In these circumstances, it may be possible for the P/VP to share general information with the EA orally that is not contained in the OSR and otherwise satisfies the OHSA “provision of information” obligation. However if the P/VP believes more specific information needs to be shared, the P/VP should seek direction from the Supervisory Officer to resolve the conflict.

* The MOL has indicated it has legal opinions “in hand” which affirm the paramountcy of OHSA. In contrast, some board counsel take the position that the Education Act continues to have priority and must therefore be followed where there is a conflict. In light of these two opinions, P/VPs do not want to be caught in the middle and so clear direction must be sought from the board before personal information is shared.