schools as community hubs nov 09
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Hubs for All:Hubs for All:Merging Education and CommunityMerging Education and Community
in Everybody’s Schoolsin Everybody’s Schools
Hubs for All:Hubs for All:Merging Education and CommunityMerging Education and Community
in Everybody’s Schoolsin Everybody’s Schools
Toronto District School BoardToronto District School BoardInner City Advisory CommitteeInner City Advisory Committee
November 17, 2009November 17, 2009__________________________________________________________________________________________
Presentation by David Clandfield
1. Everybody likes hubs
2. What exactly is a hub?
3. Barriers & solutions: school
4. Barriers & solutions: board
5. Barriers & solutions: local government
6. Getting from here to there
7. Beyond the fixed hub: the next generation
Hubs for All:Hubs for All:Merging Education and CommunityMerging Education and Community
in Everybody’s Schoolsin Everybody’s Schools
Hubs for All:Hubs for All:Merging Education and CommunityMerging Education and Community
in Everybody’s Schoolsin Everybody’s Schools
1. Everybody Likes Hubs1. Everybody Likes Hubs1. Everybody Likes Hubs1. Everybody Likes Hubs
Hubs: only the name is new
Early 1990s: “integrated services” watchword (MoE)1980s: Inner City project schools (Toronto)1970s: school daycare and the seamless day1960s: the Community School which began in the1930s: variants of the urban neighbourhood school1920s: the progressive schools and John DeweyAlways: village schools, North and South
1. Everybody Likes Hubs1. Everybody Likes Hubs1. Everybody Likes Hubs1. Everybody Likes Hubs
Ontario supporters (2005-09)
A recent list
1. Everybody Likes Hubs1. Everybody Likes Hubs1. Everybody Likes Hubs1. Everybody Likes Hubs
Minister ofEducation
Kathleen WynnePremier of OntarioDalton McGuinty
Dr. Charles PascalWith Our Best Future
in MindDr. Chris Spence, TDSB
Director of Education
Common Points
• Most propose both a school-level and a municipal level of governance and decision-making
• Most recommend intergovernmental co-operation without proposing a clear alternative to the current model
• Some do insist on the role of school hubs in community development
• None (except the last) insists on the integration of school and community in the curriculum (see Dr. Spence Full-Service Schools, TDSB, 2009)
1. Everybody Likes Hubs1. Everybody Likes Hubs1. Everybody Likes Hubs1. Everybody Likes Hubs
The hub spectrum
Community Use of Schools - permit system *Parallel Use or Shared Use - time share system *Co-location of community services - planned partnership
**Full-service schools - integrated service provision **Full community hub school - full two-way relationship ***
* - market-driven model** - public policy model*** - civil society model
2. What Exactly is a Hub?2. What Exactly is a Hub?2. What Exactly is a Hub?2. What Exactly is a Hub?
school
community
The City
The Region
daycare food
health
inter-generational
learningcentres sports
fitness recreation
cultureperforming arts
visual arts
foodkitchen gardendaycare+ familyservices
environmental showplaceswaste, transport, snow, leaves
green energy
public
mental
adult ed
settlement
solar
windlocal history
neighbourhood
librarygeothermal
Schoolsand
Gardens
School garden, Bridgenorth Elementary, Ont., 1920
Footprint garden (FoodShare),James S Bell School, Toronto
Eco-Platinum School,Rose Avenue, Toronto
Green Thumbs/Growing Kids at Winchester School, Toronto
Firgrove Public School
TorontoSchools
withCommunity
Kitchens
Willow ParkPublic School
Nelson Mandela
ParkPublic School
France: Institutionalizing GastronomyFrance: Institutionalizing Gastronomy
Schools asfood hubs
Taste education in French national elementary curriculum since 1974Taste education in French national elementary curriculum since 1974Community dimension: Community dimension: National Tasting WeekNational Tasting Week in Oct. since 1989 in Oct. since 1989 Incorporated as a feature of Incorporated as a feature of national artsnational arts heritage in schools in 2000 heritage in schools in 2000
Intergenerational Learning CentresIntergenerational Learning Centres
In 2009, Buena Vista P.S.,Colorado Springs, first
closed,then resurrected as theNew West Center for
Intergenerational Learning
Intergenerational Learning Center,
West Seattlesince 1991
2009: Lochrie report in UK recommends that Sure Start
children’s centresevolve into intergenerational
learning centres**
**NB. A Sure Start model has been proposed in the Pascal report, but not the intergenerational dimension
Reading AngelsBaycrest School, Toronto
Toronto IntergenerationalPartnerships
Volunteers in 100+ TDSB schools
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Photovoltaic panels here
reversed unpopular closing and became an Energy Hub - geothermal heating system with Gas Tax Fund grant
Wind turbine, solar panels and…
Schools as energy hubs
Green roof
Abbotsford Middle School, B.C.
Wells-Barkerville Elementary School, B.C.
Island Public/Natural Science School Jackman Public School
TDSB
bicycle energy
B.C. Neighbourhoods of LearningB.C. Neighbourhoods of Learning
New elementary school and multipurpose complexInstructional space for 50 (!) students
Community KitchenCommunity Library
Seniors’ meeting roomTeen room
Neighbourhood Centres for Learning and DevelopmentNeighbourhood Centres for Learning and Development
Port Clements, B.C.
Vancouver School Board, B.C. - 2009 Pilot ProjectsVancouver School Board, B.C. - 2009 Pilot Projects
Full community hub embodies a 2-way process
Hubs facilitate , integrate and strengthen community development
Hubs facilitate, integrate and strengthen Learning for All
In the full community hub (Hub 2.0)
Education supports community development
Community development supports education
And as a pillar of civil society
It has a strong measure of local initiative and decision-making
2. What Exactly is a Hub?2. What Exactly is a Hub?2. What Exactly is a Hub?2. What Exactly is a Hub?
All schools and communities benefit from hubsBut, which communities benefit most from hubs?
• Those who have least resources to begin with
• Those who include most newcomers
• Those who are most dissociated from school curriculum
• Those who differ socio-economically and culturally most from school staff
2. What Exactly is a Hub?2. What Exactly is a Hub?2. What Exactly is a Hub?2. What Exactly is a Hub?
Social difference
2. What Exactly is a Hub?2. What Exactly is a Hub?2. What Exactly is a Hub?2. What Exactly is a Hub?
“Inner City” communities benefit from hubs
Least resources
Newcomers
Alienation
more community-building resources
welcome and settlement
language accommodation, community projects
intergenerational programs, teachers in community
Greater integration of teachers and communities
Locally engaged curriculum
As schools close, others take the displaced students:
When a neighbourhood school closes, a hub is lost, soa community suffers, especially a disadvantaged one.
When a neighbourhood schools reduces hub space,a community suffers, especially a disadvantaged one.
2. What Exactly is a Hub?2. What Exactly is a Hub?2. What Exactly is a Hub?2. What Exactly is a Hub?
AppianP.S.
Closed1996
PrivateSchool
EastDonRiver Railway
Page P.S.closedin 1981
EastDonRiver
EastDonRiver
Private School
Barrier : Separated Sharing
3. Barriers and Solutions: School3. Barriers and Solutions: School3. Barriers and Solutions: School3. Barriers and Solutions: School
• Child Learners - Adult Learners
• Day School - Night Classes
• Teachers - Support and Maintenance Staff
• School Staff - Community Members
• Security Concerns
Solutions?
Platforms for Hubsin the TDSB
3. Barriers and Solutions: School3. Barriers and Solutions: School3. Barriers and Solutions: School3. Barriers and Solutions: School
Solution A. The Purpose-BuiltCommunity School
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Solution B. The Purpose-Built Co-Location
Humberwood Downs& Holy Child
Solution C.The Eco-School
Jackman P.S.
Solution D. The Model School (Heart of the Community)
Public Art
Stonemasque Mosaics
Willow Park JPS
Somali Women and Childrens Network
Settlement Worker Public Health
Kingsview Village JS
Examples of Policies and Practices as Barriers
4. Barriers and Solutions: Board4. Barriers and Solutions: Board4. Barriers and Solutions: Board4. Barriers and Solutions: Board
• Permit criteria
• Grounds
• Pools
• Catering Facilities
Solution: review each for curriculum development potential
Examples of Policies and Practices as Barriers
4. Barriers and Solutions: Board4. Barriers and Solutions: Board4. Barriers and Solutions: Board4. Barriers and Solutions: Board
• User Fees
• Green Energy
• ARCs
Solution: review in light of the importance of community development
Provincially Controlled Barriers
a. Insufficient provincial support, broken formula
b. Local responsibility without taxation at school board
c. Huge maintenance backlog on school sites
d. Provincial incentives to dispose of “surplus” school sites
e. Separation of municipal council and school board powers
5. Barriers and Solutions: Local Govt.5. Barriers and Solutions: Local Govt.5. Barriers and Solutions: Local Govt.5. Barriers and Solutions: Local Govt.
Solutions: The Challenges
a. Strengthen local government
b. Maintain public assets for continuing public use
c. Bring taxation and decision-making together
d. Empower communities to develop themselves
e. Improve links at the local level
5. Barriers and Solutions: Local Govt.5. Barriers and Solutions: Local Govt.5. Barriers and Solutions: Local Govt.5. Barriers and Solutions: Local Govt.
European Decentralization Models:Positives and Negatives
a. Local education authorities replaced school boards in 1902 (UK) Schools come under local municipal councils
b. Split system (France)School programs and staffing under the ministrySchool facilities under 3-tiered local municipal government
Positives: Municipality brings local taxes and decision-making togetherNegatives: not conducive to integrative hub development
: community development and curriculum in silos
5. Barriers and Solutions: Local Govt.5. Barriers and Solutions: Local Govt.5. Barriers and Solutions: Local Govt.5. Barriers and Solutions: Local Govt.
Why a joint role for School Boards and Municipal Councils?
Community Development Planning brings the City into it
Integrating Community and Learning brings the School Board into it
Bringing the two together provides a local tax base for hub development
5. Barriers and Solutions: Local Govt.5. Barriers and Solutions: Local Govt.5. Barriers and Solutions: Local Govt.5. Barriers and Solutions: Local Govt.
a. Delegated trustees from both TDSB and TCDSB(further thought needed for the French-language boards)
b. Delegated municipal councillors (but in minority)
c. Committees of the SFB would include non-voting representatives of Public Health, Food Council, Library Board, and other municipally organized agencies
d. Committees of the SFB would include non-voting representatives from parent, teacher, student, support staff, and other community-based groups
A New Joint Local Governance StructureA New Joint Local Governance StructureSchool Facilities Board (SFB) - CompositionSchool Facilities Board (SFB) - Composition
a. Responsibility to maintain school board sites and facilities
b. Responsibility for capital school board projects
c. Responsibility for hub development in all its forms
d. Proper separation of Public and Catholic trustee voting where appropriate
e. Decisions affecting program delivery to be ratified or vetoed by the school board within a reasonable period
f. Ownership of school facilities to rest with School Boards
A New Joint Local Governance StructureA New Joint Local Governance StructureSchool Facilities Board - ResponsibilitiesSchool Facilities Board - Responsibilities
A New Joint Local Governance StructureA New Joint Local Governance StructureSchool Facilities Board (SFB) - FundingSchool Facilities Board (SFB) - Funding
a. Provincial grants in support of school facilities and the Community Use of Schools (CUS) - improved
b. Major provincial upgrading program for old facilities
c. Other Ministry transfer grants for co-located services
d. Responsibility for setting facilities portion of local taxes devolved to the Municipal Tax Department for the SFB
e. Criteria established to ensure inter-Board equity in the allocation of funds for facilities and hub development
f. SFB to distribute CUS funds to local school communities
Broader membership and a broader mandate
In addition to current responsibilities
Monitoring and reporting on site conditions
Receiving and administering SFB funds for hub development
Helping incorporate community/parallel uses into curriculum
School Councils would have to becomeSchool Councils would have to becomeSchool Community CouncilsSchool Community Councils
6a. Getting from Here to There6a. Getting from Here to There
a. Short term - Convert ARC process into hub development
b. Short term - Develop hub plans in all School Councils
c. Medium - Ward-wide Parallel Use Committees (or clusters)
d. Medium - Board-wide Hub Development Committee
e. Medium - Board-City Joint Hub Planning Committee
f. Long-term - School Facilities Board
6b. Build hubs as enrolments decline6b. Build hubs as enrolments decline
a. Use ARCs to transform schools into hubs
b. Identify community development (CD) gaps that can be met
c. Identify community connections and public funding sources
d. Distinguish bridging solutions from long-term development
e. Grant high priority to schools with high CD potential
• Model Schools and their Clusters
• Other high LOI Schools
• Older Community Schools and Eco-Schools
f. Political action: Community Schools Alliance
g. Urge City of Toronto and TCDSB to do the same
7. Beyond the Fixed Hub: the next generation7. Beyond the Fixed Hub: the next generation
For new construction
The continuously evolving community hub
a. small elementary schools with small catchment areas
b. built for maximum flexibility of use
c. adaptable to small-scale demographic change
d. expands public services as school shrinks or vanishes
e. may even include housing options
f. the return of the local school is always an option
Bringing education and community Bringing education and community together in a full two-way partnershiptogether in a full two-way partnership
and protecting the public interestand protecting the public interestat the local levelat the local level
Bringing education and community Bringing education and community together in a full two-way partnershiptogether in a full two-way partnership
and protecting the public interestand protecting the public interestat the local levelat the local level
Hubs for All:Hubs for All:Merging Education and CommunityMerging Education and Community
in Everybody’s Schoolsin Everybody’s Schools
Hubs for All:Hubs for All:Merging Education and CommunityMerging Education and Community
in Everybody’s Schoolsin Everybody’s Schools