a history of curriculum services canada

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Discussions of the appropriate kind of partners for OCC continued, with the need for four distinct partners identified: 1) a marketing partner to market OCC catalogued materials on the Internet; 2) a publishing partner to manufacture products; 3) a “fulfillment” partner to take and fulfill orders, deposit revenues, and pay partners; and 4) a curriculum development partner that would co-fund and co-produce products. Compucentre Toronto, Inc. and Netscape Publishers were contacted as two such potential partners, and preliminary negotiations continued throughout the summer. The need for stronger public relations was becoming increasingly apparent. Therefore, a public relations director, shared with OPSBA, helped in developing a more public profile for OCC. In late August, a Press Release describing the services and activities of OCC was sent out to all major editors of education materials, as well as to The Toronto Star. Contact was also made with The Honourable John Snobelen, Minister of Education and Training, with the intent of informing the Minister of recent developments, including the recent initiatives towards partnerships. Invitations to meetings with Ministry officials in the summer of 1997, concerning the new provincial curriculum in Mathematics and Language, grades 1 to 8, were taken as a sign of government support and respect for OCC’s expertise and services. Similarly, a request from the Ontario College of Teachers to attend a meeting about pre-service and in-service teacher education and a favourable acknowledgment of OCC’s contribution at an annual OPSTF dinner confirmed OCC support at the non-governmental level. Fall By September, OCC’s website included a catalogue of over 500 materials. Thanks to an HRDC grant, a third-year engineering student was hired over the summer to update the website and develop a registry of key curriculum contacts. Contact was made with all school boards for new information for the OCC catalogue of school board developed resources, and a questionnaire was incorporated into the website in an effort to document much needed data on website users. September also brought in the new schedule of board and business and curriculum committee meetings. Alternative months were set aside for Committee Meetings, with Board Meetings scheduled in between, and the Annual General Meeting scheduled for June. This arrangement meant that Board Meetings would be held six times a year while Committees would meet four times a year. The fall of 1997 again raised the issue of OCC’s exact role vis-à-vis the Ontario curriculum. Government officials were aware of the need to review and the current process for the approval and acquisition of learning materials and compare it with the needs of the new curriculum. Close links were maintained with government officials to ensure OCC’s visibility. In the meantime, OCC was discussing a new and changing vision of itself. In this new vision, OCC would be divided into two parts, with working titles as follows: 1) The Ontario Curriculum Standards Agency (OCSA); and 2) The Ontario Curriculum Development Foundation (OCDF). 1997 ©2008 Curriculum Services Canada 41
The idea was that while OCSA would function to establish standards for the development and review of curriculum resources, OCDF could focus more specifically on fund raising. A variation on this vision would be fleshed out in the years to come. Similarly, discussions of the purpose, responsibilities, and operating mechanisms of the Business and Curriculum Committees continued into the new year, with indefinite results for actual implementation. A preliminary partnership agreement between OCC and Compucentre Toronto, Inc. Stone Soup Software Division (CTI/SS), was reached in late November. Under the agreement, OCC would review all school board learning resource materials reconfigured by CTI/SS from the OCC catalogue, while CTI/SS would focus more on publishing, marketing, distribution, and sales. This partnership would help to strengthen OCC’s perceived commitment to exemplary standards in learning resources. Other professional activities before the end of the year included a successful pilot workshop of the “Reaching Curriculum Standards” model to curriculum leaders in the Durham, Northumberland-Clarington, and York regions. An outcome of this workshop was a request for copyright of the model, to duplicate throughout the Durham schools. The possibility of mounting the workshop model on the Internet with the assistance of Knowledge Connection (a not-for-profit organization) was also discussed. A compressed version of the workshop was later presented to 60 Special Education Additional Qualifications (AQ) course participants with equal success. The momentum was gaining. OCC was also approached by the Ontario College of Teachers, for the purposes of discussing ways of working together towards the goal of developing standards of practice for teachers. In terms of product development, another OCC product was in its early stage of development. The Bias Assessor was developed with a volunteer team of bias experts, with the goal of helping educators test learning materials for bias. While recognizing that no material is bias-free, or without a point of view, the tool was designed with certain measurable guidelines for reducing the more obvious biases related to gender, race, and ethnocultural issues. Finally, two consultants were hired to review and revise OCC’s website listings of Language and Mathematics learning materials in light of the new Provincial Curriculum. 1997 ©2008 Curriculum Services Canada 42
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 8 and 9: First Steps addressed the core busi
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 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
Page 58 and 59: 2001 Board across Canada, and a mee
Page 60 and 61: 2001 include the management of TCF
Page 62 and 63: 2003 XII. 2002 January - June The y
Page 64 and 65: XIII. 2003 At the annual meeting of
Page 66 and 67: Atlantic Provinces would be open to
Page 68 and 69: XIV. 2004 Another year of varied ac
Page 70 and 71: With respect to Curriculum Services
Page 72 and 73: Evaluation Services continued to pr
Page 74 and 75: XV. 2005 On June 18, 2004, CSC memb
Page 76 and 77: 2005 Trillium and other processes.
Page 78 and 79: The past year has seen the developm
Page 80 and 81: 2005-2006 venture that many partner
Page 82 and 83: 2005-2006 The Ministry liaison note
Page 84 and 85: XVII. October 2006 - June 2007 AGM
Page 86 and 87: secondary school credits to student
Page 88 and 89: 2007-2008 English site of CultureSo
Page 90 and 91: Endnotes 1. After funding all eligi

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