Annual Report July 2013-June 2014

Total Page:16

File Type:pdf, Size:1020Kb

Annual Report July 2013-June 2014 Annual Report July 2013-June 2014 Strengthening Canada’s future: A strong public education system is the foundation of our future! thelearningpartnership.ca Board Leadership 2013-2014 BOARD OF DIRECTORS Chair, Kenneth J. Fredeen Susan LaRosa James Politeski Audit and Finance Committee General Counsel, Deloitte LLP Former Director of Education, York President, Samsung Canada Catholic District School Board Chair, Martha Tory Helen Burstyn Donna Quan Deb Craven Principal, Public Projects and John Malloy Director of Education, Ken Gibson Co-Founder, Pecaut Centre for Director of Education, Toronto District School Board Ross Peebles Social Enterprise Hamilton-Wentworth District Martha Tory Akela Peoples Dennis Cochrane School Board Partner, Ernst & Young Past President and Vice Chancellor Mike McKay Nominating & Governance Susan Uchida Committee (Interim), St. Thomas University Former Superintendent of Schools / Vice President, Human Resources, Michael Coté CEO, Surrey School District No. 36 RBC Chair, Andrea O. Nalyzyty Helen Burstyn Sr. Vice President & Chief Bill Morneau Steven Wolff Heather Connelly Commercial Officer, Purolator Inc. Executive Chairman, Chief Executive Officer, Nova Scotia Michael Coté Deb Craven Morneau Shepell Pension Services Corporation Kenneth J. Fredeen Sr. Vice President & Chief Financial Andrea O. Nalyzyty Cornell C.V. Wright Akela Peoples Officer, Purolator Inc. Vice President, Employee Relations, Partner, Torys LLP Akela Peoples Policy & Governance, CIBC President & CEO, The Learning Partnership CORPORATE ADVISORY BOARD Rick Waugh, O.C., Ron Mock, President & CEO, Carol Stephenson, O.C., Glenn Laverty, President & CEO, Chair / Président Ontario Teachers’ Pension Plan Former Dean, Ivey Business Ricoh Canada Former President & CEO, James Politeski, President, School, University of Western Lloyd Bryant, Managing Director, Scotiabank Samsung Canada Ontario HP Canada Gerald T. McCaughey, Robert Hardt, President & CEO, Bill Morneau, Executive Chairman, Dale R. Ponder, Former President and CEO, Siemens Canada Limited Morneau Shepell Firm Managing Partner, CIBC (Past Chair, Corporate Patrick Nangle, President & CEO, Chief Executive, Osler Advisory Board) Purolator Inc. COMMITTEES Policy and Knowledge Canada’s Outstanding Natalie Lau Janet Millar 2013 New Brunswick Mobilization Advisory Principals National Christian Matyasfalvi Maryteresa Nocera Tribute Luncheon Council Selection Committee Welcome to Kindergarten Toni Pucci Committee Daniel Reidy Chair, Carol Campbell Marny Beale Advisory Committees Co-Chair, Dianne Riehl Joan Andrew Teresa Blum Dennis Cochrane Fred Facca BC Angie Sferlazza Judith Andrew Co-Chair, Cecilia Reynolds Janet Austin Stephanie Spencer Jane Bertrand Roxanne Fairweather Ardith Shirley Sheri Brattson Pat Stellick Zahra Bhanji Eric Estabrooks Duncan Sinclair Heather Daly Janine Stutt Fiona Blaikie Geoff Flood Vianne Timmons Debbie Desroches Fulton Francine Umulisa Andrew Coates Tom Gribbons Mario Tirelli Colleen Dickie Rose Wegiel Raf Di Cecco Larry Hachey Maureen Dockendorf PEI Paul Favaro Charlie Harling Canada’s Outstanding Sandra Huggett Josee Alain Usha George Dale Knox Principals Advisory Dr. Sharon Jeroski Tracy Beaulieu Gerri Gershon Committee Christy Northway Patrick Lacroix Chris Knight Patricia Campbell Marny Beale Joanne Schroeder Bob Neal David McCordic Paul Cyr Fred Facca Janet Tomkins Roxanne Reeves Julia O’Sullivan Lynn Hogan Frank Kelly Derek Riedle Beth Oakes GTA Shirley Jay Deirole Kinsella Biss Eric Savoie Andrew Parkin Marilyn Baillie Doug MacDougall Paul Lacalamita Colombe Smith Tim Reid Denise Cave Melanie Melanson Ian McFarlane Bill Teed Eric Roher Alan Convery Pam Montgomery Robert Pratt Amy Webber Stan Shapson Ayn Cooney Laura Ann Noye Peggy Sweeney Idan Shlesinger Margaret DaSilva Carolyn Simpson 2014 Toronto Tribute Enid Slack Entrepreneurial Jayne Delbeek Eksteins Dinner Committee Fran Hill Richard Taylor Adventure Advisory Co-Chair, Sandy Giles Linda White Committee Kenneth J. Fredeen John Howard Wenda Yenson Co-Chair, Chair, Adrian Ransome Diana Linardic Carol Stephenson, O.C. John Dickie Heather Ma Lea Konforte 2 | The Learning Partnership 2013-14 Results Highlights Since more than 5.7 million students have participated 1993 in The Learning Partnership’s programs. ONE 394,281 18,700 MILLION teachers engaged donated to public education via students and families engaged Samsung partnership through student programs 1,563 students consulted across 227 13 provinces 3,136 hours of executive and territories in participating leadership instruction official schools 2 languages 45 165 183 ONE Partnership Summit Canadian business business, education and partners engaged CEOs engaged government leaders engaged recommendations for public education from 118 21 15 collaboration events senior educators across student program Canada given executive showcase and celebration leadership training events nationally 2 Three Business-Education gala events Task Forces Champions of Public 4 Education honoured Calgary Toronto Table of Contents Programs Programs Collaborations Policy & Celebration for students for educators Knowledge events Mobilization Governance ...................................................................................................................2 2013-14 Results ............................................................................................................3 Message from President and Chair ................................................................................5 Programs for Students ...................................................................................................6 Programs for Educators .................................................................................................8 2013-14 Highlights at a Glance ...................................................................................10 Financials ....................................................................................................................13 Collaborations .............................................................................................................14 Policy & Knowledge Mobilization ................................................................................16 Celebration Events .....................................................................................................18 Our Supporters ............................................................................................................20 About The Learning Partnership The Learning Partnership is a national charity dedicated to building stakeholder partnerships to support, promote and advance publicly funded education in Canada. We do this through five key deliverables – innovative student programs, executive leadership for educators, knowledge mobilization and credible research, tribute celebrations of excellence and ongoing collaborations across Canada. Since 1993, more than 5.7 million students have participated in The Learning Partnership’s programs. For more information on The Learning Partnership, visit thelearningpartnership.ca. The Learning Partnership Model Building Partnerships • Connecting business and education • Education Summit, Business Education Task Force, CEO Events Supporting Curriculum • Programs address curriculum gaps • Builds relationships with educators • Supports teachers in curriculum delivery Strengthening Leadership • Executive Leadership incorporating business perspectives Addressing Relevance & Driving Thought Leadership Raising Awareness of • Strategic merger with Collegium of Learning Public Education • Canadian and international Research and its relevance • Canada’s Outstanding Principals • Mobilizing Knowledge across sectors • Tribute events – Hall of Fame • Informs, guides our programming content • Canada’s Outstanding Employers and focus 4 | The Learning Partnership Message from the President and Chair This past year The Learning Partnership has been focused on one theme: the future. So when we reflect on last year, our eyes were firmly fixed on the future. Our children are our future. Their future is dependent on us. This means it is up to us to responsibly and collectively ensure that our publicly funded education system is designed to be dynamic, relevant and ever evolving – with effective tools to prepare young people in Canada to succeed in today’s global landscape. So what are those tools? In search of these tools, The Learning Partnership looked closely at the key issues that impact our publicly funded education in Canada today. Through an intensive strategic planning Akela Peoples, process we concluded that our activities need to focus on the following four priorities: President and CEO st The Learning Partnership • Teaching for 21 Century Skills • Embracing a global view • Responding to the changing labour market needs • Developing leadership skills for educators Have a look at our many outstanding accomplishments in 2013-2014. You will quickly see that what we have accomplished this year is well aligned with what we think is important to the future success of Canada’s students. Our programs and investments for the coming year will focus on our four priorities identified above. Our message is simple: public education matters to all of us. The Learning Partnership is about business collaborating with public education leaders and government to continually enhance our public education system. We hope you agree with us, that the four strategic priorities we have thoughtfully chosen Kenneth J. Fredeen
Recommended publications
  • Globalization and Its Discontents
    Globalization and Its Discontents Report of the annual policy conference of The Group of 78 Cantley, Québec October 1-3, 1999 Table of Contents Acknowledgments Introduction: Themes and Speakers Conclusions and Proposals (Executive Summary) Principal Speakers Sylvia Ostry: The Meaning of Globalization Hon.Jim Peterson: Challenges of Globalization Michael Oliver: Global Goverance: Globalism and the United Nations Panel Presentations Economic Challenges: trade and commerce, financial flows, labour-management Gerald E. Shannon Tim Reid Tony Clarke Globalization and development assistance Roy Culpeper Syed Sajjadur Rahman Brian Murphy Discussion Groups: Global governance issues Biodiversity and sustainability Jean Christie Identity and culture 2 Bernard Ostry Keith Kelly Commercialization of war Ian Smillie Global cooperation and regionalism Ted English John Curtis 3 Acknowledgments The Group of 78's first vote of thanks must go to the speakers, panelists and resource persons whose contributions made this year's policy conference such a success. They are introduced with brief biographical notes in the introduction that follows. The Group is also greatly indebted to the people, mainly members, who helped in many ways to organize and run the conference, which this year drew 78 people, including 59 members. In particular, the Group of 78 would like to thank: Members of the Conference Coordinating Committee: The retiring co-chair, Debbie Grisdale, who presided over the Ottawa office during the summer and supervised the organizational efforts; co-chair Tim Creery (largely in absentia preparing a special conference issue of Newslink) and other members of the coordinating committee: Nancy Drozd, Ted English, Ross Francis, Geoffrey Pearson, Michael Shenstone, Ken Williamson, and Christopher Young.
    [Show full text]
  • I STATE of the ARTS: FACTORS INFLUENCING ONTARIO
    STATE OF THE ARTS: FACTORS INFLUENCING ONTARIO ELEMENTARY TEACHERS’ PERFORMING ARTS INSTRUCTION By Paul R. Vernon A thesis submitted to the Faculty of Education in conformity with the requirements for the degree of Master of Education Queen’s University Kingston, Ontario, Canada December 2014 Copyright © Paul R. Vernon, 2014 i Abstract This thesis examines Ontario elementary teachers perceptions of their teaching of the performing arts (i.e., music, drama, and dance), through responses to an online survey. Participants (N = 138) described multiple aspects of their training and experiences in the performing arts, their comfort in teaching the performing arts, and the degree to which they thought they were teaching the expectations in the curriculum document. The document “The Arts, Grades 1-8, 2009” clearly describes (a) many benefits of performing arts practice, (b) elements of practice and instruction in each performing arts area, (c) how the creative process is a part of and enhanced by participation in these activities, and (d) guidelines for assessment of and through the arts, in addition to (e) describing the many mandated specific expectations for each subject and Grade level. However, few studies have addressed the training and experience of the teachers of the performing arts, and there is a pressing need for baseline data about performing arts instruction to inform hiring, certification, and professional development policies. Descriptive statistics are presented which detail many varied elements of performing arts instruction in Ontario schools, and ANOVAs are used to compare the differences between training groups on teachers perceptions of their comfort, the frequency and duration of their instruction, and their adherence to the curricular expectations.
    [Show full text]
  • The Emergence of Community Music Education in Toronto's Settlement
    Music’s Social(ization) Goals: The Emergence of Community Music Education in Toronto’s Settlement Houses, 1915 – 1946 by Deanna Yerichuk, University of Toronto Winning submission in the 2012 SOCAN Foundation/CUMS Award for Writing in Canadian Music Yerichuk 1 Community music schools in Canada were born at the intersection of elite music and urban poverty. At the turn of the twentieth century, the Toronto Conservatory of Music was widely regarded as the premier musical training and performing institute in English-speaking Canada. As the Toronto Conservatory solidified Toronto’s music reputation nationally and internationally, the city was at the same time experiencing intensified urban poverty, brought on by rising industrialization, as well as a substantial influx of non-British immigrants to Toronto, leading to what Irving, Parsons, and Bellamy (1995) describe as the “beginning of a multi- culturalism that was perhaps the most significant new social phenomenon of the first decade of the century” (33). To address wide-spread deteriorating social conditions and an emerging cultural pluralism, concerned students and citizens established settlement houses within Toronto’s poorest neighbourhoods. Among their many objectives, these settlement houses provided educational and recreational programs to local residents in an effort to socialize immigrants into Canadian society, a project that the settlements variously referred to as ‘civic betterment,’1 ‘civic unity,’2 or ‘Canadianizing.’3 Music pervaded the programming of the settlements,4 from
    [Show full text]
  • Technical School in Toronto: Growing up in the Trades During the Second World War
    53 Historical Studies in Education / Revue d’histoire de l’éducation ARTICLES / ARTICLES Technical School in Toronto: Growing up in the Trades during the Second World War John Allison Nipissing University ABSTRACT This article examines technical education in Toronto, Canada during the Second World War. Research on this topic reveals that there were enhanced links and patterns of interactions be- tween the Toronto schools and the Canadian Armed Forces during the war. In particular, it was found that the war effort had a profound effect on technical education in Toronto because it strengthened links between the military and technical secondary schools, changed the curricu- lum and the school calendar, and helped attract technical students towards work in the armed forces and industry. The author examined these questions using primary sources from Toronto school archives and other City of Toronto archives. RÉSUMÉ Cet article s’intéresse à l’enseignement technique à Toronto (Canada) pendant la Deuxième Guerre mondiale. Cette recherche révèle qu’il y a eu des relations étroites et des modèles d’inte- ractions entre les écoles torontoises et les Forces armées canadiennes durant la guerre. Entre autres, on a découvert que l’effort de guerre a eu des répercussions profondes sur l’enseigne- ment spécialisé à Toronto. Il y a eu des rapprochements entre les militaires et les écoles tech- niques secondaires, on a modifié les programmes d’études et le calendrier scolaires et on a stimulé l’intérêt des élèves pour le travail dans l’armée et l’industrie. Cette recherche s’appuie sur des sources primaires provenant des archives des écoles torontoises et de la ville de Toronto.
    [Show full text]
  • Cross-Border Ties Among Protest Movements the Great Plains Connection
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Great Plains Quarterly Great Plains Studies, Center for Spring 1997 Cross-Border Ties Among Protest Movements The Great Plains Connection Mildred A. Schwartz University of Illinois at Chicago Follow this and additional works at: https://digitalcommons.unl.edu/greatplainsquarterly Part of the Other International and Area Studies Commons Schwartz, Mildred A., "Cross-Border Ties Among Protest Movements The Great Plains Connection" (1997). Great Plains Quarterly. 1943. https://digitalcommons.unl.edu/greatplainsquarterly/1943 This Article is brought to you for free and open access by the Great Plains Studies, Center for at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Great Plains Quarterly by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. CROSS .. BORDER TIES AMONG PROTEST MOVEMENTS THE GREAT PLAINS CONNECTION MILDRED A. SCHWARTZ This paper examines the connections among supporters willing to take risks. Thus I hypoth­ political protest movements in twentieth cen­ esize that protest movements, free from con­ tury western Canada and the United States. straints of institutionalization, can readily cross Protest movements are social movements and national boundaries. related organizations, including political pro­ Contacts between protest movements in test parties, with the objective of deliberately Canada and the United States also stem from changing government programs and policies. similarities between the two countries. Shared Those changes may also entail altering the geography, a British heritage, democratic prac­ composition of the government or even its tices, and a multi-ethnic population often give form. Social movements involve collective rise to similar problems. l Similarities in the efforts to bring about change in ways that avoid northern tier of the United States to the ad­ or reject established belief systems or organiza­ joining sections of Canada's western provinces tions.
    [Show full text]
  • The Hidden Epidemic a Report on Child and Family Poverty in Toronto
    THE HIDDEN EPIDEMIC A Report on Child and Family Poverty in Toronto The hidden epidemic A Report on Child and Family Poverty in Toronto November 2014 1 Acknowledgements This report was researched and written by a working group consisting of: Michael Polanyi Children’s Aid Society of Toronto and Alliance for a Poverty-Free Toronto Lesley Johnston Social Planning Toronto Anita Khanna Family Service Toronto/Ontario Campaign 2000 Said Dirie Children’s Aid Society of Toronto and Alliance for a Poverty-Free Toronto michael kerr Colour of Poverty – Colour of Change and Alliance for a Poverty-Free Toronto Research and data analysis support provided by the City of Toronto is gratefully acknowledged. Financial support was provided by the Children’s Aid Society of Toronto and the Children’s Aid Foundation’s Community Initiatives Program. Editing and design support was provided by Tilman Lewis and Peter Grecco. We thank Ann Fitzpatrick, Christa Freiler, Skylar Maharaj, Laurel Rothman and Alex Tranmer for their review of and assistance with the paper. THE HIDDEN EPIDEMIC A Report on Child and Family Poverty in Toronto Contents Executive Summary 1 1. Introduction 3 2. Current Levels of Child and Family Poverty in Toronto and Beyond 6 3. Which Toronto Children Are Affected by Poverty? 9 Geography 9 Ethno-racial Background 12 Indigenous Communities 13 Immigration or Citizenship Status 13 Disability 13 Family Structure 13 4. Growing Up in poverty – Reality and impacts on children in Toronto 14 Access to Nutrition 14 Access to Housing 16 Access to Education 17 Access to Recreation 19 5. Underlying Causes of Family Poverty 20 Inadequate Employment Income 20 Inadequate Income Supports and Community Services 22 Lack of Access to Affordable Public Services 24 6.
    [Show full text]
  • North Rocky View
    NORTH ROCKY VIEW Circle of Supports January 2018 For copies or changes, email: [email protected] Crisis Housing Addictions Support Crisis Support Services Inn from the Cold—403.263.8384 Alberta Addiction and Mental Health: Calgary Drop-In & Rehab Centre—403.263.5707 Airdrie Office—403.948.3878 Community Links— 403.945.3900; toll-free The Mustard Seed Shelter—403.723.9422 1.866.332.2322 or 1.866.303.2642 1.866.945.3905. Salvation Army Centre of Hope— 403.410.1111 Alcoholics Anonymous—403.777.1212 Community Links Beiseker—1.866.912.7272 YW Mary Dover House—403.705.0315 Al-Anon Information Services—403.266.5850 Airdrie Urgent Care—403.912.8500 Distress Centre—403.266.4357 Distress Centre — 403.266.HELP (4357) Red Cross Housing Program at 403.541.6119 Distress Center ConnecTeen—403.264.8336 Boys and Girls Club of Airdrie— 403.948.3331; toll-free 1.877.948.3331 Counselling Services Distress Centre—403.266.HELP (4357) Mental Health—403.948.3878 or Children’s Cottage Crisis Line: 403.233.CARE Affordable Housing & Rental Supplements 1.877.652.4700 (2273) Airdrie Housing—contact Community Links at Community Links — 403.945.3900 or Kids Help Phone 24 hr 1.800.668.6868 403.945.3900 or 1.866.945.3905 1.866.945.3905 AHS Mental Health Helpline-1.877.303.2642 Calgary Housing Company-587.390.1200 Private Psychologists— Check Local Listings Rocky View Foundation (seniors)-403.945.9724 East Side Counselling– 403.299.9696 24-7 Crisis Services Family Violence Services Senior Services Emergency Services—911 Alberta Supports Contact Centre—1.877.644.9992
    [Show full text]
  • 923466Magazine1final
    www.globalvillagefestival.ca Global Village Festival 2015 Publisher: Silk Road Publishing Founder: Steve Moghadam General Manager: Elly Achack Production Manager: Bahareh Nouri Team: Mike Mahmoudian, Sheri Chahidi, Parviz Achak, Eva Okati, Alexander Fairlie Jennifer Berry, Tony Berry Phone: 416-500-0007 Email: offi[email protected] Web: www.GlobalVillageFestival.ca Front Cover Photo Credit: © Kone | Dreamstime.com - Toronto Skyline At Night Photo Contents 08 Greater Toronto Area 49 Recreation in Toronto 78 Toronto sports 11 History of Toronto 51 Transportation in Toronto 88 List of sports teams in Toronto 16 Municipal government of Toronto 56 Public transportation in Toronto 90 List of museums in Toronto 19 Geography of Toronto 58 Economy of Toronto 92 Hotels in Toronto 22 History of neighbourhoods in Toronto 61 Toronto Purchase 94 List of neighbourhoods in Toronto 26 Demographics of Toronto 62 Public services in Toronto 97 List of Toronto parks 31 Architecture of Toronto 63 Lake Ontario 99 List of shopping malls in Toronto 36 Culture in Toronto 67 York, Upper Canada 42 Tourism in Toronto 71 Sister cities of Toronto 45 Education in Toronto 73 Annual events in Toronto 48 Health in Toronto 74 Media in Toronto 3 www.globalvillagefestival.ca The Hon. Yonah Martin SENATE SÉNAT L’hon Yonah Martin CANADA August 2015 The Senate of Canada Le Sénat du Canada Ottawa, Ontario Ottawa, Ontario K1A 0A4 K1A 0A4 August 8, 2015 Greetings from the Honourable Yonah Martin Greetings from Senator Victor Oh On behalf of the Senate of Canada, sincere greetings to all of the organizers and participants of the I am pleased to extend my warmest greetings to everyone attending the 2015 North York 2015 North York Festival.
    [Show full text]
  • The Undergraduate Curriculum in the Faculty of Arts & Science at the University of Toronto, 1945-2000
    The Toronto Scheme: The Undergraduate Curriculum in the Faculty of Arts & Science at the University of Toronto, 1945-2000 by Emily Alexandre Walters Greenleaf A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Theory & Policy Studies in Education University of Toronto © Copyright by Emily Alexandre Walters Greenleaf 2010 The Toronto Scheme: The Undergraduate Curriculum in the Faculty of Arts & Science at the University Toronto, 1945-2000 Emily Alexandre Walters Greenleaf Doctor of Philosophy Department of Theory and Policy Studies in Education University of Toronto 2010 Abstract Over the course of the second half of the twentieth century, undergraduate degree requirements in the Faculty of Arts (later the Faculty of Arts & Science) at the University of Toronto were comprehensively reviewed and revised seven times. The records of these reviews demonstrate that the curricular changes of the second half of the twentieth century were substantial, reflecting attempts by curricular planners to shape the undergraduate program of study to accommodate broader social, economic, demographic, and epistemological changes. These changes therefore reflect the connections between the University and its local, provincial, and international communities. These substantial changes, however, are balanced by consistent and recurrent patterns in curriculum across this period as curricular planners sought ways to implement sustained curricular goals into a changed institutional environment and a changed curricular framework. Collectively, these reviews demonstrate that the U of T maintained a distinct approach to undergraduate education from the beginning of this period through the end. This approach, referred to here as the ―Toronto Scheme,‖ is characterized by the belief that specialized study can lead to liberal education, and that students should have access to multiple pathways through the degree.
    [Show full text]
  • My School Bus App First Student Canada Is Happy to Provide the My School Bus Application to Assist Parents with Receiving Updates for Their Child’S Bus Status
    Introducing the My School Bus App First Student Canada is happy to provide the My School Bus application to assist parents with receiving updates for their child’s bus status. This app does not track the route or student but does provide bussing status information (i.e. – late/cancelled) as First Student Canada will no longer be making phone calls for late/cancelled buses. Step One: Download the App Download the My School Bus app from the Apple App Store, on Google Play or scan the QR codes below. Make sure you download the First Student, Calgary Edition. QR Code QR Code Step Two: Find Your Child’s Bus Open the app and select All Buses Click Filter by School and find “STS” (Strathcona-Tweedsmuir School is listed in the app as “STS”) All STS buses will appear Find your child’s bus and tap the star to add your child’s bus to My Buses. For more information on bussing and transportation login to the MySTS parent portal: https://www.sts.ab.ca/mysts/bussing-and-transportation or email [email protected] Step 3: Status of Your Bus 1. Receive a push notification when the status of the bus(es) you ‘starred’ changes from on-time to delayed or canceled. Be sure to “allow” notifications from this app in your phone’s settings for this to work. 2. Tap My Buses in the app to see the status of your child’s bus. Comments provide additional info about the status of your child’s bus. For more information on bussing and transportation login to the MySTS parent portal: https://www.sts.ab.ca/mysts/bussing-and-transportation or email [email protected] .
    [Show full text]
  • TSTG Agenda February 16 2018 Agenda
    TORONTO STUDENT TRANSPORTATION GROUP Public Agenda February 16th, 2018 80 Sheppard Ave E Executive Meeting Room – 3rd Floor 12:00PM – 2:00PM Jo-Ann Davis Jennifer Arp Maia Puccetti Carlene Jackson Blank I. Call to order II. Roll call III. Approval of the Agenda (pg. 3) IV. Approval of Minutes (pg. 4-6) V. Student Transportation Working Group Minutes VI. General Manager – Verbal Updates VII. New business - actionable A. Ombudsman Office Update Report (pg. 7-15) B. TSTG 2018-2019 Draft Budget (pg. 16-19) C. TCDSB Bell Time Change for 2018-2019 (pg. 20-23) VIII. New business – informational TSTG Annual Report (pg. 24-55) IX. Communications From Switzer-Carty Transportation (pg. 56-57) From OASBO (pg. 58-59) X. Pending Items (pg. 60-61) XI. Date of Next Meeting Friday May 18th, 2018 (12:00PM – 2:00PM) XII. Adjournment XIII. Glossary (pg. 62-63) 3 Toronto Student Transportation Group Committee Meeting Thursday December 7th, 2017 80 Sheppard Ave E, 3rd Floor Executive Meeting Room Present S. Cary-Meagher J. Davis (t) C. Jackson A. Sangiorgio (t) Staff K. Hodgkinson G. Green (t) Z. McGroarty R. Bird J. Volek C. Snider The meeting was called to order at 12:32PM Roll Call was taken by today’s chair C. Jackson Moved by S. Cary-Meagher that the agenda be approved. Carried Moved by A. Sangiorgio that the minutes as presented be approved. Carried Moved by A. Sangiorgio that the minutes from the student Transportation Working Group be received. Carried Moved by A. Sangiorgio that the report titled ‘Transportation Inclement Weather Protocol’ be amended with direction to staff: 1.
    [Show full text]
  • School Bus Safety Volume 1, Issue 1 / November 2013
    School Bus Safety Volume 1, Issue 1 / November 2013 First Student Canada Vancouver, BC: 604-255-3555 On the Bus: Students must abide by the rules and regulations as outlined below as well as by the bus driver. Always remember that the bus is a means of School Bus Transportation to and from school transportation and not a place of recreation. can be carried out safely only if there is com- The bus driver is responsible for the safety plete and willing cooperation between students and well-being of everyone aboard the bus and drivers. The bus driver is responsible for the and has the authority to maintain order on safety of passengers. The driver must be able to the bus. devote full and undivided attention to driving safety in all weather conditions. Any distraction Any student behavior which may distract the caused by passengers makes the job more diffi- driver may result in the suspension of bus cult and can create an unsafe situation. privileges. For the safety of the students the following rules must be strictly observed: Some Do’s and Don’ts Smoking is prohibited Waiting for the bus — students must: Shouting or unnecessary noise is prohibited No standing, changing seats or moving about Wait at the regular bus stop while the bus is in motion Stay at the edge of the road or on the side- Marking or damaging the bus or its equip- walk if there is one ment is forbidden Respect private property Eating or drinking on the bus is not permitted Refrain from horseplay or other inappropriate Students must ride on the bus to which they physical behavior.
    [Show full text]