This is lesson four of seven about municipal elections that I developed and proposed for Student Vote. This lesson requires students to explore the composition and function of school boards in Ontario. Please refer to Municipal Election Lessons Additional Resources for references and supporting information.

1. Big Idea:
Informed participation in local government both stimulates and upholds the principles of
democracy.
Essential Question:
What are the characteristics of an informed Canadian citizen participating in a municipal election or
school board election?
School Boards & Trustees
School boards are responsible to students, teachers, parents, and the community for establishing
the standards and supports necessary to prepare students for success in civil society.
Hook 5-10 min.
Imagine you could pick a team of individuals to decide: the number, size, and location of schools;
the educational programs that schools offered; the way that education funds were spent; the way
that teachers and staff were hired and evaluated; and curriculum priorities. Think about people you
know of, have heard of, or have read about. What qualities would the individuals that you select
possess?
Essential Learning 45-50 min.
1. Using Handouts 4.1 to 4.2 and the information resources provided by your teacher, create a
fact sheet about your school board that details the board’s name, geographic boundaries,
student population, total budget, significant expenditures, trustees, sub-committees, number of
elementary and secondary schools, and any interesting facts. Be sure to include maps that
indicate where the school board is located in Ontario, the shape of your school board, and the
shape of all neighbouring school boards.
2. Using Handouts 4.4 to 4.5, the information resources provided by your teacher, and Handout
4.3 if necessary, group school board activities in order to identify the main responsibilities and
central activities of school boards. Use this information to compose a statement about the
purpose of school boards, and then compare your conclusions about the functions of school
boards to the functions and responsibilities outlined on Handout 4.6. Re-word your statement
about school boards as required.
3. From this set of activities, review what you have discussed and learned about the significance,
purpose, and functions of school boards in Ontario.
Extended Learning 20-30 min.
Option A:
School board trustees are elected using the First Past The Post Voting System. Using the following
resources, create pictograms to explain how a single person’s ballot leads to an individual getting
elected. Be sure to include the qualifications required to be a candidate and voter, the importance
of an election campaign, and the roles of the individuals involved in facilitating the election.
Option B:
Identify what you think should be a priority of the new school board by considering the following
questions: What is the best part of school? What is the worst part of school? What should schools
be teaching? What are you not learning at school that you think you should? What could be done
to make school better? Use your answers to these questions and your knowledge of the powers of
school boards to write a letter to the members of the new school board that describes what you
think should be a priority for the board.
Option C:

2. Select three school board policies that directly impact students in your school board. Change each
policy so that it is to your liking, and describe how this change would affect students at your
school. Use these examples to evaluate the overall significance of decisions made by a board of
trustees. Extension: Share your changes with the class and together select five changes that
should be adopted.
Option D:
Over the past summer, a number of educational commentators and experts discussed whether
school boards are still a necessary institution. Using Handouts 4.11 to 4.19 as well as your
knowledge of school boards in general and your school board in particular, construct an argument
in favour of or in opposition to preserving school boards in Ontario.
Option E:
Compare detailed budgets of two or more neighbouring school boards (one of which should be your
own) in order to identify trends in where financial resources are directed. After comparing
budgets, recommend at least three changes that you would like to see to the spending priorities in
your school board and explain how these changes would lead to improvements in students’
education. Consider rounding budget figures to make comparison of budget lines easier. (ex. to
nearest million, to nearest ten thousand)
Key Terms
agenda; board of trustees; budget; district school board; Education Act; policy; procedure; School
Authority; trustee
Essential Questions
What does a school board do and what does a school board trustee do?
How do trustees make an impact on education of students?
Has my school board been functioning effectively?
Teacher Preparation
Select teaching strategies for essential learning activities
Make class copies of required handouts
Prepare information sources about students’ school board for first essential learning activity,
including maps, parent information, board of trustees information, and annual reports (see chapter
on Additional Resources for links to Ontario school boards)
Prepare information sources about school board functions and responsibilities for second essential
learning activity, including board meeting agendas, board meeting minutes, school board budgets,
board policies and procedures, and publications from OPSBA and OCSTA (see chapter on Additional
Resources)
Book computer lab, if desired
Preview websites to be used for class activities, if desired (see chapter on Additional Resources)
Select extended learning activity and teaching strategies, if desired
Select student-oriented school board policies for students to review, if desired
Select (and consider simplifying) school board budgets for student examination, if desired
Assessment
Students should provide evidence that they understand how school boards and the work of trustees
impacts their experience of school and that they understand how trustees are selected.

3. Handout 4.1: My School Board Fact Sheet
Using the resources provided by your teacher, complete the following fact sheet.
Name of School Board or School Authority:
Student Population:
Teacher Population:
Number of Elementary and Secondary Schools:
Total School Board Budget:
Significant Expenditures in Budget:
Name and Official Title of the Leader of the Board of Trustees:
School Board/Authority Trustees:
Important School Board Sub-Committees:
Interesting Facts about My School Board or School Authority:

4. Handout 4.2: My School Board’s Boundaries
Using the resources provided by your teacher:
1. Indicate where your school board is located in Ontario;
2. Draw or trace the boundaries of your school board;
3. Draw or trace the boundaries of any neighbouring boards.

5. Handout 4.3: The Functions and Responsibilities of My School Board
Use the resources provided by your teacher to summarize the purpose of school boards.
In general, a school board’s purpose and significance is
Functions of School Boards:
Policy-Making & Oversight
Evaluation
Financial Oversight
Responsibilities of School Boards:
Student Achievement
Leadership
After discussing with classmates, I think that a school board’s purpose and significance is

6. Handout 4.4: Legislation Regarding the Responsibilities of School Boards
From “The Ontario Education Act, 1990, Part VI, Boards.”
Duties and Powers
169. (1) Every board shall,
(a) promote student achievement and well-being;
(b) ensure effective stewardship of the board’s resources;
(c) deliver effective and appropriate education programs to its pupils;
(d) develop and maintain policies and organizational structures that,
a. promote the goals referred to in clauses (a) to (c), and
b. encourage pupils to pursue their educational goals;
(e) monitor and evaluate the effectiveness of policies developed by the board under clause (d)
in achieving the board’s goals and the efficiency of the implementation of those policies;
(f) develop a multi-year plan aimed at achieving the goals referred to in clauses (a) to (c);
(g) annually review the plan referred to in clause (f) with the board’s director of education or
the supervisory officer acting as the board’s director of education; and
(h) monitor and evaluate the performance of the board’s director of education, or the
supervisory officer acting as the board’s director of education, in meeting,
a. his or her duties under this Act or any policy, guideline or regulation made under this
Act, including duties under the plan referred to in clause (f), and
b. any other duties assigned by the board.
…
169. (4) Every board shall take steps to,
(a) bring the plan referred to in clause 169.1.f. to the attention of supporters and employees of
the board; and
(b) report to supporters and employees of the board about progress in implementing the plan
referred to in clause 169.1.f.
169. (5) Every board shall,
(a) effectively use the resources entrusted to it;
(b) use the resources entrusted to it for the purposes of delivering effective and appropriate
education; and
(c) manage the resources entrusted to it in a manner that upholds public confidence.
Summary of the Duties of Boards
Appoint a treasurer
Order bills to be paid
Establish a head office
Operate full day junior kindergartens and kindergartens
Provide special education services for exceptional pupils
Keep board property in good repair
Insure board property, students, and personnel
Conduct schools according to laws
Keep schools open
Appoint principal and teachers for each school
Appoint early childhood educator positions
Provide textbooks
Report students not enrolled in school
Establish school councils

7. Handout 4.5: Ministry of Education on School Board and Trustee Responsibilities
From “Who’s responsible for your child’s education?”
School Boards
Ontario's school boards operate the province's publicly-funded schools. The boards administer the
funding they receive from the province for their schools.
Ontario's 72 District School Boards are made up of 31 English-language public boards, 29 English-
language Catholic boards, 4 French-language public boards, and 8 French-language Catholic
boards. As well, a small number of Ontario schools are operated by School Authorities. The School
Authorities manage special types of schools, such as schools in hospitals and treatment facilities,
and schools in remote and sparsely-populated regions.
School boards are responsible for:
• determining the number, size and location of schools;
• building, equipping and furnishing schools;
• providing education programs that meet the needs of the school community, including needs
for special education;
• prudent management of the funds allocated by the province to support all board activities,
including education programs for elementary and secondary school students, and the building
and maintaining of schools;
• preparing an annual budget;
• supervising the operation of schools and their teaching programs;
• developing policy for safe arrival programs for elementary schools;
• establishing a school council at each school;
• hiring teachers and other staff;
• helping teachers improve their teaching practices;
• teacher performance;
• approving schools' textbook and learning materials choices, based on the list of approved
materials provided by the Ministry of Education;
• enforcing the student attendance provisions of the Education Act; and
• ensuring schools abide by the Education Act and its regulations.
Trustees
Trustees are members of the school board. They provide an important link between local
communities and the school board, bringing the issues and concerns of their constituents to board
discussions and decision making. Trustees are elected every four years during municipal elections.
Under the law, only the elected board has the power to make decisions. Trustees do not have
individual authority, but do have an important role to play as members of the board, including:
• working in partnership with school councils;
• explaining the policies and decisions of the board to community residents; and
• supporting and encouraging public education.

8. Handout 4.6: Function and Responsibilities of a School Board
Functions of School Boards:
Policy-Making & Oversight
• Establish short- and long-term goals;
• Select, appoint, and provide direction to a Superintendent of Education;
• Focus on policy versus daily administration;
• Develop policies and procedures, including media policy, safe arrival policy, and hiring policies;
• Ensure schools abide by the Education Act and its regulations.
Evaluation
• Conduct or implement through policy evaluations of board, school, and teacher activities;
• Gauge public satisfaction with school board accountability;
• Evaluate the superintendent’s performance annually;
Financial Oversight
• Prepare and balance an annual budget;
• Demonstrate financial accountability
• Determine the number, size and location of schools;
• Prudently manage funds allocated by the province to support all board activities, including
education programs for elementary and secondary school students, and the building and
maintenance of schools;
• Lobby to secure adequate funding;
• Develop partnerships to maximize resources;
Responsibilities of School Boards:
Student Achievement
• Provide education programs that meet the needs of the school community, including needs for
special education;
• Ensure equity in distribution of educational resources;
• Respond to local educational concerns;
• Lead educational reform;
• Enforce the student attendance provisions of the Education Act;
Leadership
• Create a vision or mission for education consistent with provincial objectives
• Empower administrators, educators, and students to realize that vision for education
• Supervise the operation of schools and their teaching programs;
• Approve schools' textbook and learning materials choices, based on the list of approved
materials provided by the Ministry of Education;
• Establish and work in partnership with school councils;
• Provide a link between public values and professional expertise;
• Explain the policies and decisions of the board to community residents;
• Support and encourage public education.

9. Handout 4.7: Qualifications for Participating in a School Board Election
From “2010 Ontario Municipal Elections Guide”, “Ontario Municipal Elections Act, 1996”, and
“Ontario Education Act, 1990.”
Who Can Be a Candidate in a School Board Election
A candidate for a school board must, upon nomination, be a qualified municipal elector and fulfill all
of the following requirements:
• A resident within the jurisdiction of the board;
• A supporter of the board;
• A Canadian citizen;
• At least 18 years old;
• Roman Catholic (if running for a separate school board);
• Not legally prohibited from voting; and
• Not disqualified by any legislation from holding municipal office.
A candidate, if nominated, must remain qualified throughout the election and, if elected,
throughout the term of office.
Who Can Vote In a School Board Election
A person is entitled to be an elector at an election held in a local municipality, or in territory
without municipal organization within the area of jurisdiction of the district school board if on
voting day he or she:
• Is a Canadian citizen;
• Is at least 18 years old;
• Has not already voted in the election for school trustees elsewhere in the school board’s area of
jurisdiction;
• Resides in the local municipality or territory or is the owner or tenant of a residential property,
or the spouse of such owner or tenant; and is not otherwise prohibited from voting.
In addition to the above,
• To vote in an English-Language Public District School Board, an elector must:
o Be a supporter of the English-language public district school board; or
o Not be a supporter of any board, nor have qualified him- or herself as an elector for a
separate or French-language school board in the election.
• To vote in an English-Language Separate District School Board, an must be a Roman Catholic
who must:
o Qualify as an elector for the English-language separate district school board; or
o Be a supporter (or be the spouse of a supporter) of the English-language separate district
school board.
• To vote in a French-Language Public District School Board, the elector must be a French-
language rights holder who must:
o Qualify as an elector for the French-language public district school board; or
o Be a supporter (or the spouse of a supporter) of the French-language public district school
board.
• To vote in a French-Language Separate District School Board, an elector must be a Roman
Catholic and a French-language rights holder who must:
o Qualify as an elector for the French-language separate district school board; or
o Be a supporter (or the spouse of a supporter) of the French-language separate district
school board.

10. Handout 4.8: Information for Participating in a School Board Election
From “2010 Ontario Municipal Elections Guide”, “Ontario Municipal Elections Act, 1996”, and
“Ontario Education Act, 1990.”
One Vote Per Voter
A voter is only entitled to vote once in a municipality and once in a school board even if the voter
has more than one qualifying property address within the municipality or school board. The place
where they vote is where they reside.
In a municipality with wards, if a voter resides in one ward but has other properties in different
wards in the same municipality, he or she may only vote in the ward where he or she resides. A
voter may only have one permanent residence.
Students
A student may vote in the municipality where he or she is temporarily residing while attending
school as well as at his or her permanent home in a different municipality, provided that he or she
does not intend to change his or her permanent home.
Campaigning
School board candidates spend the weeks leading up to the election trying to influence voters in
the municipality through advertisements, speeches, and discussion to vote for them on Voting Day.
Important Dates
Nomination and campaign period begins 1 January 2010
Last day for nominations and last day to withdraw candidacy 10 September 2010
Voting Day 25 October 2010
Council term begins 1 December 2010

11. Handout 4.8: The Traditional Process for In-Person Voting at a Polling Station
From “2010 Ontario Municipal Elections Guide” and “Ontario Municipal Elections Act, 1996.”
Before Voting
The clerk must provide notice to voters, in a manner of the clerk’s choosing, of the following
information:
• Location of voting places;
• Dates and times on which voting places will be open for voting;
• Where voting proxies are available and how electors may use voting proxies.
Clerks must ensure that each voting place is accessible to electors with disabilities.
Alternative Voting
Each school board can determine whether it will use alternative forms of voting such as vote-by-
mail or Internet voting. The municipal clerk will determine what forms of identification may be
required in order to cast a ballot. These decisions must be made by June 1 of the election year.
On Voting Day
An elector:
(a) who is on the voters’ list must show identification confirming their identity and place or
residence in order to receive a ballot. Photo ID is not required;
(b) elector who is on the voters’ list does not have acceptable identification, they may make a
statutory declaration that they are the person on the voters’ list in order to receive a ballot;
(c) who is not on the voters’ list must follow the procedures put in place by the clerk to get on the
list. These procedures may require the elector to show identification.
On voting day, voting places shall be open for the electors to vote from 10 a.m. until 8 p.m.
Every person who is present in a voting place or at the counting of the votes shall help to maintain
the secrecy of the voting.
On receiving the ballot from the deputy returning officer, the elector shall,
(a) make a cross or other mark on the ballot, within the space designated for the marking of the
ballot to the right of the name of each candidate for whom the elector wishes to vote
(b) fold the ballot in a manner that conceals its face; and
(c) return the folded ballot to the deputy returning officer.
On receiving the ballot from the elector, the deputy returning officer shall immediately deposit it in
the ballot box, in the full view of the elector.
Immediately after the close of voting on voting day, the deputy returning officer shall open the
ballot box for his or her voting place and proceed to count, the number of votes for each candidate.
As soon as possible after counting the votes, the deputy returning officer shall,
(a) prepare a statement, in duplicate, showing the results of the election at the voting place;
(b) place the ballots and all other materials and documents related to the election, except the
original statement of results, in the ballot box;
(c) seal the ballot box so that ballots cannot be deposited in or withdrawn from it without breaking
the seal; and
(d) deliver the original statement of results and the ballot box to the clerk.
The clerk shall determine the results of the election by compiling the statements of results received
from the deputy returning officers.
The clerk shall, as soon as possible after voting day, declare the candidate or candidates, as the
case may be, who received the highest number of votes to be elected.

12. Handout 4.9: The Traditional Process for In-Person Voting at a Polling Station (Simple)
From “2010 Ontario Municipal Elections Guide” and “Ontario Municipal Elections Act, 1996.”
Who Can Be a Candidate in a Council Election
A candidate for municipal office must, upon nomination, be a qualified municipal elector and fulfill
all of the following requirements:
• A resident of the municipality, a non-resident owner or tenant of land in the municipality or the
spouse of such non-resident owner or tenant;
• A Canadian citizen;
• At least 18 years old;
• Not legally prohibited from voting; and
• Not disqualified by any legislation from holding municipal office.
Who Can Vote In a Council Election
A person is entitled to be an elector at an election held in a local municipality, if on voting day he
or she is:
• A Canadian citizen;
• At least 18 years old;
• Residing in the local municipality or an owner or tenant of land there, or the spouse of such
owner or tenant; and not otherwise prohibited from voting.
A voter is only entitled to vote once in a municipality and once in a school board.
Before Voting
The municipal clerk must tell voters provide notice to voters, in a manner of the clerk’s choosing, of
the following information:
• Where to vote;
• When voting places will be open;
• How to vote (ex. In-person, vote-by-mail, vote-by-phone, Internet voting).
Clerks must ensure that each voting place is accessible to electors with disabilities.
On Voting Day
1. On voting day, voting places shall be open for the electors to vote from 10 a.m. until 8 p.m.
2. An elector must show identification confirming their identity and place or residence in order to
receive a ballot.
3. Every person who is present in a voting place or at the counting of the votes shall help to
maintain the secrecy of the voting.
4. When a voter receives a ballot from the deputy returning officer, the voter will make a cross or
mark beside the name of the candidate for whom the voter wishes to elect. Afterwards, the
voter will fold the ballot to hide the mark and return the folded ballot to the deputy returning
officer.
5. When the deputy returning officer receives the ballot from the voter, the officer will
immediately deposit the ballot in the ballot box, in full view of the voter.
6. Immediately after the close of voting on voting day, the deputy returning officer will open the
ballot box for his or her voting place and proceed to count, the number of votes for each
candidate.
7. As soon as possible after counting the votes, the deputy returning officer will record the results
of the election at the voting place, return all the materials related to the election to the ballot
box, and return the election results, ballot box, and election materials to the municipal clerk.
8. The clerk will determine the results of the election by compiling the statements of results
received from the deputy returning officers.
9. The candidates who receive the highest number of votes are declared to be elected.
10. Upper-tier councillors are generally composed of the heads of council from lower-tier
municipalities.

13. Handout 4.10: Brainstorming Priorities for the New Board of Trustees
Use your answers to the following questions and your knowledge of the powers of school boards to
write a letter to the members of the new school board that describes one idea you think should be
a priority for the board.
What is the best part of school?
What is the worst part of school?
What should schools be teaching?
What are you not learning at school that you think you should?
What could be done to make school better?

14. Handout 4.11: “Education Budgets Being Slashed Across Western Canada”
From “Gary Mason, “Vancouver School Board's pain is not unique,” The Globe and Mail, Internet:
http://www.theglobeandmail.com/news/national/british-columbia/gary_mason/vancouver-school-
boards-pain-is-not-unique/article1618959/, accessed 24 August 2010.
Saturday, June 25, 2010 – The Globe and Mail
Did not have permission to reproduce.

15. Handout 4.12: “Trustees are in a Fight for Political Survival” I
From “Kate Harmer, “Should governments close our school boards?,” The Globe and Mail, Internet:
http://www.theglobeandmail.com/news/national/should-governments-close-our-school-
boards/article1643119/, accessed 24 August 2010.
Saturday, July 16, 2010 – The Globe and Mail
Did not have permission to reproduce.

16. Handout 4.13: “Trustees are in a Fight for Political Survival” II
From “Kate Harmer, “Should governments close our school boards?,” The Globe and Mail, Internet:
http://www.theglobeandmail.com/news/national/should-governments-close-our-school-
boards/article1643119/, accessed 24 August 2010.
Did not have permission to reproduce.

17. Handout 4.14: “Trustees are in a Fight for Political Survival” III
From “Kate Harmer, “Should governments close our school boards?,” The Globe and Mail, Internet:
http://www.theglobeandmail.com/news/national/should-governments-close-our-school-
boards/article1643119/, accessed 24 August 2010.
Did not have permission to reproduce.

18. Handout 4.15: “Without School Boards, Where’s Public Accountability in Education?” I
From “Paul W. Bennett, “Schools Under Fire,” The Mark News, Internet:
http://www.themarknews.com/articles/1963-school-boards-under-fire, accessed 24 August 2010.
Tuesday, August 3, 2010 – The Mark News
Did not have permission to reproduce.

19. Handout 4.16: “Without School Boards, Where’s Public Accountability in Education?” II
From “Paul W. Bennett, “Schools Under Fire,” The Mark News, Internet:
http://www.themarknews.com/articles/1963-school-boards-under-fire, accessed 24 August 2010.
Did not have permission to reproduce.

20. Handout 4.17: “School Board Associations Strangely Quiet in Debate over Trustees”
From “Paul W. Bennett, “Schools Under Fire - Comment,” The Mark News, Internet:
http://www.themarknews.com/articles/1963-school-boards-under-fire, accessed 24 August 2010.
Did not have permission to reproduce.

21. Handout 4.18: “Is It Time to Eliminate the Middleman in Pubic Education?” I
From “John MacFarlane, “Editor’s Note: Is it time to eliminate the middleman in public education?”
The Walrus, Internet: http://walrusmagazine.com/articles/2010.09-editors-note-editors-note/,
accessed 24 August 2010.
From the September 2010 Issue of The Walrus
Did not have permission to reproduce.

22. Handout 4.19: “Is It Time to Eliminate the Middleman in Pubic Education?” I
From “John MacFarlane, “Editor’s Note: Is it time to eliminate the middleman in public education?”
The Walrus, Internet: http://walrusmagazine.com/articles/2010.09-editors-note-editors-note/,
accessed 24 August 2010.
Did not have permission to reproduce.