The Handbook for School Leaders
A Practical Guide for Principals and Vice-principals
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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
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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
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Testifying as a Witness Last Updated: 2017-07-31

If you receive a subpoena or summons, don’t panic.  Inform your supervisory officer; call OPC Protective Services for advice. You are not the accused; therefore your role is to tell the truth about the matter at hand.  If you have no information to offer or can’t recall, then that is the truthful response to give.

What types of proceedings may require me to provide testimony as a witness?

  • You may receive (be served with) a subpoena to be a witness in a criminal trial, for example, in youth court or criminal court.  You may also be subpoenaed as a witness in a civil trial, such as a case of trespass or liability for an accident.  A subpoena can be issued on behalf of the Crown/plaintiff or the defence, regardless of your personal feelings or opinions.
  • You may receive a summons issued by a tribunal, such as the Discipline Committee at the Ontario College of Teachers, as a witness for the prosecution or the defence.
  • You may be notified by your Board that you have been identified as a witness in an internal investigation, such as a Workplace Harassment or Human Rights investigation.

What should I do if called to testify as a witness in a criminal or civil trial or hearing?

ADVICE:

  • You are not obliged to appear as a witness ?in a criminal or civil proceeding unless you receive a subpoena or a summons.  A verbal request from a lawyer does not oblige you to give evidence?or participate in any way – nor do we advise that you do so.
  • The subpoena or summons will list what documents, if any, you must take with you to court. Before you undertake to collect any of those documents, especially if they contain confidential student information, ask your district school board for legal advice from Board counsel and/or call the OPC’s Protective Services Team.
  • Examples of such information would be material from the Ontario Student Record (OSR) or the Register of Attendance.  Any document that includes names, addresses or any other personal information for which you do not have a signed “consent to disclose” needs to be discussed with the board’s lawyer.  If the documents belong to the board (like your documentation log) or contain confidential student information, the board lawyer may wish to attend and make legal arguments for the exclusion of the documents.  Do not furnish any personal information until you have received legal advice.  Of course, in any court proceeding, you must comply with any order of the Court.
  • You may wish to take advantage of any opportunity to meet with the lawyer for the party who has subpoenaed or summoned you as a witness.  You will feel more confident after you have discussed your evidence with him or her and have prepared for the types of questions you may be asked.  If you have never been to court or attended a tribunal hearing, the lawyer can answer questions about what to expect.
  • Witnesses under summons or subpoena receive modest attendance and travel allowances.  Confirm with your board whether you are entitled to be on a leave of absence with pay during the time you are scheduled to testify.  In most cases where your leave is paid, you will be required to hand your attendance money over to the board.  It is to your advantage to try to secure a leave of absence with pay because your regular wage will well exceed any attendance monies.
  • In most trials or hearings, there will be an order excluding witnesses from the court until they have testified. This is to ensure that later witnesses do not tailor their evidence to match what earlier witnesses have said.  You will likely have to wait a long time in the halls outside the courtroom.  After you have testified, you will likely be permitted to remain in the courtroom, unless the entire trial or hearing is closed to the public. You do not, however, have to remain.
  • The process will likely be similar to the following:
    • You will be sworn in or asked to affirm an oath as a witness.
    • You will be examined “in chief” by the party who issued the ?subpoena or summons.  At the outset you will likely be asked to describe your educational background and your work experience. Examination-in-chief may involve open-ended questions, usually starting with “who, what, when, where or why.”  This is your opportunity to explain your role in the events in question in your own words.
    • You will be cross-examined by the lawyers for the opposing party. Cross-examination may involve “leading” questions. ?In most cases, you will be able to tell what answer the lawyer expects from the way the question is worded.  This doesn’t mean that you have to give them the answer they are seeking.  Be accurate and honest in your responses.
    • If there are new matters introduced during the cross-examination, the lawyer who called you as a witness in chief may question you again so that you can give reply evidence.  These questions will resemble those asked in examination-in-chief and are to clarify the answers you gave during cross-examination.  Reply evidence is not always necessary so don’t be surprised if you are excused after the cross-examination has concluded.

 

What do I need to know if I’m a witness in an investigation undertaken by my school board?

  • As an employee of the board, you have a duty of loyalty to your board and should willingly and truthfully participate as a witness in any type of investigation, even if that investigation is regarding another principal or vice-principal colleague. 
  • You should not need OPC representation when providing witness information in an investigation by your school board (even if the investigator is an independent third party hired by the board).  However, if at any point in the investigation you feel that your conduct is being scrutinized, or if you are feeling implicated, ask the investigator to adjourn the interview and call the OPC.

The OCT is going to obtain my witness testimony by telephone.  What do I need to do?

  • If you are named as a witness in an OCT investigation, you must participate in providing testimony.  It is a ground for professional misconduct to fail to cooperate in a College investigation.
  • At the conclusion of any recorded interview, you should ask for a copy of the interview transcript or summary.  Review this document thoroughly, especially if asked to sign it to indicate that it accurately captures your testimony.  Make any necessary corrections to the record.
  • You should not need OPC representation when providing witness testimony for the OCT.  However, if at any point in the investigation you feel that your conduct is being scrutinized, or if you are feeling implicated, ask the investigator to adjourn the interview and call OPC.

What do I need to know about answering questions in court?

ADVICE: ?

  • While it is often stressful to be subpoenaed as a witness in a trial, remember that the court is interested only?in hearing the truth about the events in question.  Your primary responsibility will always be to answer the questions carefully and truthfully.  If you do not recall some information, it is appropriate and truthful to respond with “I don’t remember”.

The following tips1 will help you to fulfill this responsibility:

  • Think carefully about your evidence before giving your answer.  Give a considered answer to every question asked in direct examination.  Be prepared to hold to that answer during cross-examination.  In other words, do not guess at any answer.  If you do not recall, or do not know the answer, say so.  You may ask for clarification if you do not understand, or are confused by, a question.
  • Always be truthful.  Do not rush to agree with the lawyer cross- examining you.  If the statement that the cross-examining lawyer asks you to agree with would mislead the court, do not agree.  It is quite all right to agree with only part of the question or to qualify your answer.
  • Beware of the double-barreled question that presupposes an answer. An absurd example of this type of question would be:  “When did you stop yelling at the students?”  The anticipated answer to this question presupposes that you once did yell at the students.
  • Always pause before answering a question in order to give counsel who summoned you the opportunity to object to the question and to give you an opportunity to think about the answer.
  • If an answer involves a number, be approximate, unless you are absolutely sure, in order to leave yourself a graceful way out in the event that you are not exactly correct.
  • Feel free to admit that you have discussed your evidence with the lawyer who is calling you as a witness. ?
  • You may use notes to refresh your memory of the events in question. However, if you refer to such notes while you are in the witness box, you may be compelled by the other lawyer to produce them.  We recommend that you review your notes in advance to determine whether they contain confidential student information.  Know your board’s position in advance in case you are asked to produce those notes while you are on the stand.
  • Be prepared to explain any inconsistencies between the evidence you give in court and what you may have said on other occasions (in a statement to the police, for example). Try to anticipate, with the lawyer, what questions you may be asked about such inconsistencies, and consider what answer you may give.  Attempt to secure copies of previous statements you made in order to refresh your memory.

1 These tips were taken and amended, where necessary, from M.H. Wunder, The Conduct of a Personal Injury Action (Toronto: Carswell Company Ltd., 1970, 89-90).