School Trustees<\/p>\n
How do the decisions made by school trustees impact\u00a0me? What is the role of school trustees, individually\u00a0versus collectively? How can I evaluate the trustee\u00a0candidates?<\/p>\n
School trustees provide a link between local communities\u00a0and the school board, bringing the issues and concerns of\u00a0their communities to discussions and decision-making at\u00a0the board table.<\/p>\n
In this unit, students form groups and role-play a\u00a0governing board of trustees where they debate an issue\u00a0and pass a motion for schools in the board. Afterwards,\u00a0students will learn more about the role of boards of\u00a0trustees and individual trustees, and research the\u00a0composition of their local school board. Then, students\u00a0will create an ideal profile of a school trustee and find\u00a0out which candidate most closely matches up. In the\u00a0Consolidation activity, students will reflect on ways to\u00a0improve the school experience for students within the\u00a0board, and articulate these views to the newly elected\u00a0school trustee(s) or student trustee(s) for their board.<\/p>\n
We are learning to:<\/p>\n
I CAN\u2026<\/p>\n
Social Studies Gr. 5<\/em> B3, B3.2, B3.7 1. Invite students to share what they know about their\u00a0school board. Questions to prompt discussion:<\/p>\n 2. Explain to students that each school board has a group\u00a0of elected representatives, called school trustees, which\u00a0form a decision-making body. The board of trustees\u00a0makes decisions as a whole; individual trustees have\u00a0no individual authority. Board decisions are made by\u00a0voting, where motions (decisions) are passed if they have\u00a0majority support.<\/p>\n 3. Divide students into groups of six or eight and have\u00a0them model the role of the board of trustees.<\/p>\n a) Present one of the following scenarios to your students\u00a0or come up with one of your own choosing.<\/p>\n b) Explain the process: Three roles must also be assigned\u00a0within each group. One team member will act as \u2018board\u00a0chair\u2019 and manage the meeting discussion, ensuring all\u00a0members have a chance to contribute their opinions and\u00a0to move, second and pass one or more motions (actions\/decisions). One team member will be the note taker and\u00a0summarize the team\u2019s ideas. Another team member is an\u00a0observer and makes notes about group dynamics and the\u00a0process by which the final decision is made. Students with\u00a0roles can also contribute their ideas.<\/p>\n Remind students that the goal is to pass one or more motions, which will determine which actions\/rules will be implemented to address the problem. Students should listen to all ideas from all group members, consider the merits of each, discuss further for clarification, and decide which idea to vote for. In order for any motion to be put into place, it must be voted on and have support from more than half of the group members.<\/p>\n c) Provide guiding questions to help structure the\u00a0discussion. Select questions based on the scenario.<\/p>\n Possible suggestions:<\/p>\n Teacher note: If there is a current policy or program that\u00a0relates to the scenario, print it up in advance for the\u00a0groups.<\/em><\/p>\n 4. Each team\u2019s ideas are presented to the class with a\u00a0quick report about how the group functioned and the\u00a0decision-making process.<\/p>\n 5. Afterwards, have a follow up discussion:<\/p>\n 1. Use the \u2018School Boards in Ontario<\/a>\u2019 video (2:37 min)\u00a0and accompanying slide deck to review the role and\u00a0responsibilities of school trustees.<\/p>\n 2. As a class, review key information about your school\u00a0board using your board\u2019s website.<\/p>\n 3. Divide students into pairs or small groups and have\u00a0them create a profile for their \u2018ideal\u2019 school trustee\u00a0(Activity 7.1<\/a>). Guiding questions:<\/p>\n 4. Review the list of candidates running for school trustee\u00a0using the following website:\u00a0http:\/\/elections.ontarioschooltrustees.org<\/a><\/p>\n Teacher note: If your candidate(s) are acclaimed, skip to\u00a0the Alternative Activity<\/strong>.<\/em><\/p>\n 5. Ask students to learn about the candidates using the\u00a0above website, candidate websites and social media\u00a0pages, web searches or by contacting the candidates\u00a0directly. This activity can be completed through a jigsaw\u00a0method or you can assign each group one candidate to\u00a0research and have them present to the rest of the class.<\/p>\n Teacher note: Students can also look at the board website\u00a0to see if the candidate is currently a school trustee and\u00a0running for re-election. If so, looking at minutes of past\u00a0board meetings on the website can tell students the kind\u00a0of motions the school trustee has moved and perhaps\u00a0what their interests are.<\/em><\/p>\n 6. Have a closing discussion about the candidates and\u00a0have students write their reflections using the related\u00a0worksheet (Activity 7.1<\/a>). Please note that more than\u00a0one copy may be needed depending on the number of\u00a0candidates.<\/p>\n If your school trustee was acclaimed, invite them into your\u00a0class for a discussion about the opportunities and challenges\u00a0within the school board. Have students prepare questions in\u00a0advance.<\/p>\n Ask students to reflect on what they would like to change or\u00a0improve about the school experience for students within the\u00a0board and have them find a way to articulate this message to\u00a0their newly elected school trustee(s) or student trustees for\u00a0their board. This can be in the form of a letter, speech or oral\u00a0presentation, slide deck or multi-media piece.<\/p>\n Title School Trustees Guiding Question How do the decisions made by school trustees impact\u00a0me? What is the role of school trustees, individually\u00a0versus collectively? How can I evaluate the trustee\u00a0candidates? OVERVIEW School trustees provide a link between local communities\u00a0and the school board, bringing the issues and concerns of\u00a0their communities to discussions and decision-making at\u00a0the board table. 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\nOral Communication<\/em> 2, 2.3
\nWriting<\/em> 1, 2, 1.2, 1.6, 2.8<\/p>\nMINDS ON<\/h3>\n
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\ntheir devices for non-educational reasons so it is\u00a0becoming a distraction.<\/li>\n\n
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ACTION<\/h3>\n
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Alternative Activity (Acclaimed candidates)<\/em><\/h4>\n
CONSOLIDATION<\/h3>\n
SUPPLEMENTARY TOOLS<\/h3>\n
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