麻豆原创

Abstract

This Communications Plan will guide the manner, style and range of communication within the 麻豆原创 Essex County District School Board (hereafter referred to as GECDSB) and with our external audiences.

Chapter 1: Introduction

The GECDSB aims to enjoy the benefits of positive, two-way communication with all the individuals and organizations that have interests in public education.

The GECDSB is one of the largest corporations in Windsor and Essex County employing approximately four thousand seven hundred individuals with responsibility for more than thirty-six thousand students. We operate sixty-seven schools (53 elementary 鈥� 14 secondary) and an adult education program throughout nine communities and manage an annual operational budget of more than four hundred million dollars.        

Student achievement in a safe, open, challenging, caring and stimulating environment is our primary objective. Manifestly, as a public institution, we bear the responsibility of being open and accessible to all residents of Windsor and Essex County. Communication among all parties supports the Board鈥檚 mission.

Effective and open internal communications create a climate of trust and understanding among students, parents and guardians, staff and administration. Focused and creative external communications will enhance opportunities for everyone in the GECDSB by helping to maximize community involvement and enrolment.

It is incumbent upon the GECDSB to establish and maintain a reasonable, thoughtful and in-depth plan to engender consistent communications. This document outlines needs, goals, vehicles and procedures for communication by the Board with its internal and external audiences.

1.0 System Overview

The GECDSB recognizes the importance of effective, open, two-way communication

It is a priority of the GECDSB to engage, as active partners, parents, guardians, caregivers, families, students, staff, media, school councils and all groups and individuals with an interest in public education. Children learn more successfully when there is strong community support and belief in the schools鈥� ability to achieve excellence. We must, therefore, be willing and able to share the goals and successes of the Board with many audiences, in a variety of ways.

As a public organization, the GECDSB is responsible for informing taxpayers that it is efficiently using its allocated resources. This obligates us to maintain an open dialogue with all members of the community and provide transparency to the operation of our organization.

1.1 Our Organization

How well people communicate relates directly to the level of understanding between the parties

All groups and individuals in the GECDSB must be committed to: achieving excellence, ensuring equity, promoting well-being and enhancing public confidence.

Board of Trustees: the 10 elected members and 2 Student Trustees*

• develops local policies and approves budget
• select the Director of Education
• Trustees are expected to act in the broad public interest while simultaneously representing identifiable constituencies**
• should be among the most recognizable people in our organization
• inform the general public of the Board of Trustees鈥� intent
• refer inquiries and concerns of their constituents regarding operational issues to the appropriate staff person or member of administration.   

The Chairperson is the principal spokesperson regarding actions or responsibilities of the Board of Trustees unless otherwise determined by the board.

* Student Trustees are elected annually, have a non-binding vote at Board and Standing Committee meetings and chair the Student Senate.

** Individual Trustees are obliged to 鈥渟upport the implementation of any board resolution after it is passed by the board鈥� (Ontario Student Achievement and School Board Governance Act, 2009)

The Director of Education

• is the principal spokesperson regarding operations of the Board
• provides leadership support as well as educational and administrative expertise to the Board of Trustees
• reports to the Board of Trustees on the implementation of the Board鈥檚 goals
• is primarily responsible for ensuring that all members of the Board of Trustees have appropriate and adequate information regarding events and occurrences throughout the Board
• responsible for the management of the budget and implementation of Board policies

Superintendents of Education

• provide information as well as educational and administrative expertise to the Board of Trustees
• share necessary information with Managers and Principals
• report directly to the Director of Education
• often spokespersons for the Board on matters of expertise or portfolio responsibilities

Managers / Supervisors: Departmental Leaders

• are responsible for staff supervision and operations in individual departments
• report directly to Superintendents

Principals: the administrators at individual schools

• oversee the operations of the facility and the conduct of staff and students
• liaison between senior administration and the school community
• primary communicators of system information to their school communities
• the principal spokesperson for issues in regard to the operations of the school

Teaching Staff: Teachers / Early Childhood Educators

• deliver curriculum and services to students
• responsible for communicating student achievement to parents
• vital source of information regarding school activities and successes
• occasionally utilized as a school / Board representative in public events or media opportunities

Support Staff: Educational Assistants, Child and Youth Workers, Administrative Assistants, Secretaries, Professional Student Services Personnel (social workers, speech therapists, psychologists and attendance counselors), Maintenance and Engineering personnel

• support teaching staff
• vital source of information regarding school activities and successes

Parents/Guardians: Guardians of individual student and family interests

• keep all levels of administration accountable for student achievement and safety
• influential supporters and promoters of the system

Students: junior kindergarten through secondary and adult education clients

• consumers of Board programs and services
• under permissible circumstances, a primary source of information and correspondence with the community regarding Board activities.

Community Partners: individuals and organizations that reside in our communities assisting in the delivery of programs and / or the fulfilment of our strategic goals.

• provide support and / or resources for schools / Board
• influential correspondents regarding Board activities / partnerships

1.2 Our Audiences

The GECDSB believes that honest, interactive communication builds trust and commitment

The target audiences can be separated into 2 categories: internal and external (though there will be some overlap between the 2). The internal audiences include trustees, staff, union representatives, students and their families. Our external audiences are essentially everyone in the communities served by the GECDSB as well as the media, community partners and municipal, provincial and federal governments.

1.3 Key Messages

Statements that can be authenticated through research and data

The 3 Es of the GECDSB

1. The GECDSB strives for excellence in all undertakings.
2. The GECDSB provides effective programs and opportunities delivered and supported by a professional and conscientious staff so all students can learn and achieve their full potential.
3. The GECDSB is fiscally responsible and pledges efficient use of its resources.

1.4A Communication Vehicles

The means of delivering your message to the appropriate audience

The GECDSB has a wide variety of means and methods to facilitate communication with our target audiences. The following list provides examples of some vehicles currently or previously used by the Board or schools (in no particular order):

1.4B Social Media

The GECDSB has adopted social media platforms (Facebook, Twitter, YouTube & Instagram) as means to communicate and share information with our audiences online.

The GECDSB has developed guidelines for social media usage by schools, classrooms, staff and student groups.

Teaching staff are urged to refer to the ,.

Chapter 2: Objectives