Training

When the governing boards were established, the Direction de la formation et de la titularisation du personnel scolaire (DFTPS) was given the mandate to provide information and support training for governing board members. Many school boards and schools used or adapted the tools made available at the time to develop their own training activities.

The DFTPS offered trainers the Joint Orientation for Governing Board Members – Facilitator's Guide, Joint Orientation for Governing Board Members – Participant’s Workbook as well as posters summarizing the functions and powers of the governing boards of schools and vocational training and adult education centres.
 
Over the years, some of the amendments made to theEducation Act have directly affected the governing boards. In view of these changes, the DFTPS wishes to continue offering accurate and precise information.
 
However, the DFTPS recognizes the responsibility of the school boards to develop training activities for governing board members, as stipulated in an amendment to theEducation Act following the passage of Bill 88 in 2008: The school board shall ensure that an initiation and ongoing training program is offered to the members of the council of commissioners and the members of the governing boards, and that it meets their needs (section 177.3).
People responsible for training governing board members can draw on the existing information and training documents used by the various bodies associated with different categories of members.

Suggestions for developing and organizing training activities for governing board members

I- Aims of the training activities

  • To enable the participants to understand the role of the governing board and be aware of its responsibilities
  • To give meaning to the members’ participation in this structure and help motivate them
  • To make the participants want to continue their learning

II- Conditions conducive to successful training activities

  • The training offered is flexible and adaptable.
  • The facilitation style is interactive.
  • The facilitation team includes representatives of the different categories of governing board members.
  • At least one member of the facilitation team is well acquainted with the Education Act.
  • Every training session includes new members and experienced members.
  • Session leaders are flexible and adapt to the training context and specific training needs of the participants.
  • The spatial organization of the room used for the training session is appropriate; round tables encourage active participation.
  • A maximum of 30 persons may participate per session.
  • The training session is intended for all governing board members and for school principals who may be interested in accompanying the members.

III- Suggested content

  • the evolution of the education system, in order to explain the establishment and orientations of the governing boards
  • the educational project, linchpin of the governing board’s responsibilities, and the success plan that ensures its implementation
  • the governing board’s other responsibilities regarding the educational project and student success, particularly with respect to the management and educational success agreement between the  educational institution and the school board
  • the way the governing board operates
  • the impact of the governing board’s various decisions, bearing in mind the responsibilities of different stakeholders in the education system