First Steps addressed the core business <strong>of</strong> 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 <strong>of</strong> the first catalogue, how to handle orders, updates, and French-language and Catholic materials. Although a task force for communications and marketing was not <strong>of</strong>ficially formed at this time, some members <strong>of</strong> the Work Group did meet with the Executive Director <strong>of</strong> the Canadian Book Publishers Council and representatives <strong>of</strong> the publishing industry on December 13. Again, the group heard a variety <strong>of</strong> 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 <strong>of</strong> 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 <strong>of</strong> 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 <strong>of</strong> 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 <strong>of</strong> <strong>curriculum</strong> 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 <strong>of</strong> 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” <strong>of</strong> materials listed; and that a feedback mechanism be developed to gauge the usefulness <strong>of</strong> 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 <strong>of</strong> 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 <strong>of</strong> 1993, negotiations were entered into for the use <strong>of</strong> the ONTERIS database capabilities and expertise. * The education ministries combined and became known as the Ministry <strong>of</strong> 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 <strong>of</strong> Education (EDU). ©2008 Curriculum Services Canada 8