a history of curriculum services canada

intended to work with boards and stakeholders (among whom most of the development and
sharing expertise resided) to develop these curriculum supports. MET asked how OCC could
help with this.
The first services identified were a gap analysis to determine what materials teachers needed
(this was already in progress) and an overview to learn what materials were currently being
developed. OCC was cited as the agency best positioned to co-ordinate curriculum development,
especially as many boards were pulling back from this activity. Real concern focused on the
ability to meet teachers' needs with materials of high quality, given the timeframe and the
decrease in curriculum activity in boards.
At the very least, the need for an evaluation process was deemed essential to establishing longterm
credibility. OCC indicated that while it had not conducted in-depth evaluations of the
Transition Years Catalogue materials, it had established basic criteria and was providing teachers
with the opportunity to comment on materials they had used. The OCC was also prepared to
develop more extensive criteria. Inclusivity and absence of bias were cited as especially
important issues for new materials. Also at this meeting, OCC members strongly suggested that
they be given a clear mandate and a manifest role in the curriculum process to help maintain
teacher confidence and ensure success.
An indication that OCC had succeeded in asserting its demonstrated and potential value came
with news that $500,000 would likely be approved for their second year of operation. With this
support, the Executive Director continued to explore partnership models and opportunities and to
develop guidelines for partnerships and/or sponsorships that would help OCC achieve partial
self-sustainability. Work also proceeded on the CD-ROM version of the catalogue and on an
update to the existing version. Third party evaluation proposals were considered, too, and were
deemed valuable even if OCC was not able to sustain operations into the future.
In light of the Royal Commission’s Report, many potential roles for OCC were considered;
however, it was recognized that until the Ministry declared its intent on a number of issues,
defining OCC’s future would be difficult.
Thus, at the end of almost a full year of official operation, the future role of OCC was still
unclear. 11 What was clear was that the way in which curriculum was managed in Ontario was
changing. The Ministry was moving toward a consistently implemented provincial curriculum
with standards for all aspects of curriculum development, implementation, and assessment.
Curriculum was becoming less teacher centred and content based and more learner centred and
results based. With the move to this “outcomes-based ‘curriculum, in which learning was
defined in terms of teacher design and student performance, learning resources would be critical.
The Ministry wanted high-quality learning materials and partnerships among teachers, students,
parents, and the community that would result in savings across the system.
1995
©2008 Curriculum Services Canada 19