a history of curriculum services canada

Other questions were raised around 1) the perceived role of OCC as a physical warehouse and/or
distribution centre for all its developers; 2) the concern of publishers if OCC stepped into the
business of curriculum packaging and/or re-selling of materials; 3) the issue of appropriate
charges for its services and materials, given its status as a not- for- profit organization; 4) the
possibility of negotiations with the Ontario College of Teachers for accreditation for some of its
materials; 5) copyrighting implications of The Evaluation Tool, and the distinction between the
rights of OCC and those of the Ministry in this regard; and 6) a change in the name of the
organization, given that OCC planned to expand its former mandate.
In addition to contacting MET officials concerning the new vision of OCC, the new Executive
Director made presentations to both the public and separate school directors of education in an
attempt to seek their endorsements. OCC’s Board was also presented with the new business plan
in November and all directors were also asked to take the plan back to their organizations for
information and feedback.
Other initiatives towards financial independence were also taken before the end of the year.
These included work on a funding proposal with external contacts in an attempt to persuade
corporations of the benefits of funding curriculum development. Outside experts were also
consulted in this regard.
Other activities within OCC itself in the final few months of 1996 included a successful
presentation of The Evaluation Tool to the Peel board’s Principals’ and Vice Principals’
conference in November. Positive feedback on this presentation suggested that there was a great
need for the tool. The tool itself was in the process of being packaged as a laminated wall-chart
poster, the format being determined by research and evaluation feedback.
Also in the fall, the World Wide Web version of the OCC catalogue became available on the
Internet on September 9, an exciting step for OCC. A comprehensive communications strategy
was prepared to promote the website.
The results of a telephone survey and focus group of OCC catalogue users in Ontario were
presented at the November board meeting. The survey indicated favourable responses to the
resource materials. Also, teachers were shown to be the primary purchasers of the materials.
These results confirmed that OCC was on the right track.
The OCC’s internal organization was also reviewed. In order to avoid duplication in discussions
of OCC business, the Executive Director recommended streamlining by decreasing the number
of board committees and the number of board meetings to be held during a year. A motion to
this effect was passed at the October Board of Director’s meeting.
The year ended with the perceived role of OCC still in question. In no doubt, however, was the
requirement that OCC must include a training component in order to fulfill the conditions of its
non-profit status. Thus, for OCC, the need for public presentation and support was still a
priority.
1996
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