a history of curriculum services canada

that showed that fewer than two percent of teachers had modems. OCC hoped to move the
education community to a higher level of technological facility, as this would not only help raise
the level of professionalism but would also obviate the need for a print catalogue, which was
physically cumbersome to manage and expensive to produce and update.
Perhaps even more disturbing was the realization that, after myriad meetings, widely
disseminated articles, and strong efforts to promote OCC by MET, the member associations,
OCC staff, and others, teacher awareness of the organization and its service was still very low
and often mistaken. As the year ended, a poster was sent (piggybacked on OTF affiliate
mailings) to all teacher representatives, announcing the impending arrival of the catalogue and
providing a space to indicate where it would be kept in their school. OCC wanted every
classroom teacher to anticipate the arrival of the new resource and hoped that this mailing
strategy would help prevent the “disappearance” of catalogues in the mass of information that
bombarded schools.
Meanwhile, the Work Group was grappling with the question of how best to re-structure itself
for the future in response to the organization's growth and to the recommendations of the Royal
Commission on Learning, which was about to publish its report. The possibility of incorporation
was seriously examined, and partnership policies were discussed (TVO, the Independent
Learning Centre, and CFORP were contacted to feel out possibilities). Questions arose about the
effects of incorporation on each of the stakeholder groups and some sought legal counsel.
Stakeholders needed to understand how participation in OCC might affect or be affected by their
governing legislation, incorporating documents, and by-laws, and also what ramifications
resulted from various restructuring options. 1995 promised to be a busy year!
1994
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