a history of curriculum services canada
a history of curriculum services canada
a history of curriculum services canada
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Other questions were raised around 1) the perceived role <strong>of</strong> OCC as a physical warehouse and/or<br />
distribution centre for all its developers; 2) the concern <strong>of</strong> publishers if OCC stepped into the<br />
business <strong>of</strong> <strong>curriculum</strong> packaging and/or re-selling <strong>of</strong> materials; 3) the issue <strong>of</strong> appropriate<br />
charges for its <strong>services</strong> and materials, given its status as a not- for- pr<strong>of</strong>it organization; 4) the<br />
possibility <strong>of</strong> negotiations with the Ontario College <strong>of</strong> Teachers for accreditation for some <strong>of</strong> its<br />
materials; 5) copyrighting implications <strong>of</strong> The Evaluation Tool, and the distinction between the<br />
rights <strong>of</strong> OCC and those <strong>of</strong> the Ministry in this regard; and 6) a change in the name <strong>of</strong> the<br />
organization, given that OCC planned to expand its former mandate.<br />
In addition to contacting MET <strong>of</strong>ficials concerning the new vision <strong>of</strong> OCC, the new Executive<br />
Director made presentations to both the public and separate school directors <strong>of</strong> education in an<br />
attempt to seek their endorsements. OCC’s Board was also presented with the new business plan<br />
in November and all directors were also asked to take the plan back to their organizations for<br />
information and feedback.<br />
Other initiatives towards financial independence were also taken before the end <strong>of</strong> the year.<br />
These included work on a funding proposal with external contacts in an attempt to persuade<br />
corporations <strong>of</strong> the benefits <strong>of</strong> funding <strong>curriculum</strong> development. Outside experts were also<br />
consulted in this regard.<br />
Other activities within OCC itself in the final few months <strong>of</strong> 1996 included a successful<br />
presentation <strong>of</strong> The Evaluation Tool to the Peel board’s Principals’ and Vice Principals’<br />
conference in November. Positive feedback on this presentation suggested that there was a great<br />
need for the tool. The tool itself was in the process <strong>of</strong> being packaged as a laminated wall-chart<br />
poster, the format being determined by research and evaluation feedback.<br />
Also in the fall, the World Wide Web version <strong>of</strong> the OCC catalogue became available on the<br />
Internet on September 9, an exciting step for OCC. A comprehensive communications strategy<br />
was prepared to promote the website.<br />
The results <strong>of</strong> a telephone survey and focus group <strong>of</strong> OCC catalogue users in Ontario were<br />
presented at the November board meeting. The survey indicated favourable responses to the<br />
resource materials. Also, teachers were shown to be the primary purchasers <strong>of</strong> the materials.<br />
These results confirmed that OCC was on the right track.<br />
The OCC’s internal organization was also reviewed. In order to avoid duplication in discussions<br />
<strong>of</strong> OCC business, the Executive Director recommended streamlining by decreasing the number<br />
<strong>of</strong> board committees and the number <strong>of</strong> board meetings to be held during a year. A motion to<br />
this effect was passed at the October Board <strong>of</strong> Director’s meeting.<br />
The year ended with the perceived role <strong>of</strong> OCC still in question. In no doubt, however, was the<br />
requirement that OCC must include a training component in order to fulfill the conditions <strong>of</strong> its<br />
non-pr<strong>of</strong>it status. Thus, for OCC, the need for public presentation and support was still a<br />
priority.<br />
1996<br />
©2008 Curriculum Services Canada 36