a history of curriculum services canada

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First Steps addressed the core business of the clearinghouse and included identifying learning materials and establishing criteria for their inclusion in a catalogue, identifying from whom material should be collected and to whom it should be distributed, and determining the scope of the first catalogue, how to handle orders, updates, and French-language and Catholic materials. Although a task force for communications and marketing was not officially formed at this time, some members of the Work Group did meet with the Executive Director of the Canadian Book Publishers Council and representatives of the publishing industry on December 13. Again, the group heard a variety of concerns. Publishers were worried that materials for student use, collected through the clearinghouse, might not be vetted through the Circular 14 process. Moreover, these materials could be distributed in direct competition with materials that publishers were producing, which would constitute unfair trade practice. And finally, publishers were concerned about the potential for copyright infringement, particularly in materials assembled from multiple sources. The Work Group considered several options to address these concerns, including providing a list of teacher needs to publishers, connecting publishers directly with the consortia, and collecting and sharing only materials developed for teachers. The latter would prove most effective. This led the group to consider the classifications that might best apply to catalogue materials, e.g., "C-14", "board-developed", "teacher-developed", and "published but not on C- 14". As the year ended, each of the three task forces presented recommendations for budget proposals and both short- and long-term mandate/role issues. The three budget options each included two staff members and also allotted funds for the purchase of some small capital equipment (computers, fax, printer, etc.). The long-term mandate recommendations called for the Work Group or its successor to assume primarily a policy function. This would include developing policies and procedures on staffing, operations, accountability processes, identification of curriculum and resource materials, evaluations, and pricing, as well as approving the budget, developing agreements with other parties, and encouraging the sharing, co-operative development, and low-cost distribution of materials. For the short-term mandate, the Work Group combined policy and management functions. These functions included preparing and approving budgets for two fiscal years (1993-94 and 1994-95) and a Framework for Action Plan. The plan included many recommendations, notably that agencies or individuals submitting materials should bear responsibility for copyright compliance. It was also suggested that the catalogue should contain sections for Transition Years, the Common Curriculum, and various grade groupings (K-3, 4-6, etc.); that a disclaimer should be added regarding the “quality and pertinence” of materials listed; and that a feedback mechanism be developed to gauge the usefulness of materials. Another recommendation contained points related to staffing: to develop criteria for an application, to advertise, and to interview for a co-ordinator (probably seconded) and support staff. These positions should initially be for a specified period of time. With this in mind, work ©2008 Curriculum Services Canada 7
First Steps began on a recruitment policy, applications forms, and interview questions for two positions to be advertised in the new year. Also, before the close of 1993, negotiations were entered into for the use of the ONTERIS database capabilities and expertise. * The education ministries combined and became known as the Ministry of Education and Training (MET) from February 3, 1993 to June 17, 1999, when they were separated and the elementary-secondary education ministry again became the Ministry of Education (EDU). ©2008 Curriculum Services Canada 8
Page 2 and 3: A HISTORY OF CURRICULUM SERVICES CA
Page 4 and 5: The “Clearinghouse” Concept: A
Page 6 and 7: Also discussed in initial meetings
Page 10 and 11: III. 1994 The Work Group lost no ti
Page 12 and 13: the process by which the Executive
Page 14 and 15: achieve this goal rested directly u
Page 16 and 17: TVOntario), and an online version t
Page 18 and 19: IV. 1995 First Catalogue Launched i
Page 20 and 21: intended to work with boards and st
Page 22 and 23: 1995 sought to determine: • What
Page 24 and 25: 1995 in all Ontario schools, boards
Page 26 and 27: V. 1995-96 Part of the summer of 19
Page 28 and 29: 1995-1996 Second Update Released Oc
Page 30 and 31: 1995-1996 others—to help position
Page 32 and 33: 1995-1996 formats.) The second impo
Page 34 and 35: VI. 1996 The consuming activity of
Page 36 and 37: available to users who would pay a
Page 38 and 39: VII. 1997 January - March The new y
Page 40 and 41: March was full of activities geared
Page 42 and 43: Discussions of the appropriate kind
Page 44 and 45: VIII. 1998 January The new year beg
Page 46 and 47: A new Draft Business Plan for 1998
Page 48 and 49: 1998 the experience it needed to be
Page 50 and 51: and offline learning resources such
Page 52 and 53: 1999 planned for later in November
Page 54 and 55: The two-day pan-Canadian meeting in
Page 56 and 57: XI. 2001 January - June The Curricu
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2001 Board across Canada, and a mee
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2001 include the management of TCF
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2003 XII. 2002 January - June The y
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XIII. 2003 At the annual meeting of
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Atlantic Provinces would be open to
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XIV. 2004 Another year of varied ac
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With respect to Curriculum Services
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Evaluation Services continued to pr
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XV. 2005 On June 18, 2004, CSC memb
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2005 Trillium and other processes.
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The past year has seen the developm
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2005-2006 venture that many partner
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2005-2006 The Ministry liaison note
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XVII. October 2006 - June 2007 AGM
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secondary school credits to student
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2007-2008 English site of CultureSo
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Endnotes 1. After funding all eligi
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