“Caring for Kids” Role for TDSB Director of Education Spence

By Alex Chumak

Special to The New Pathway

Chris Spence’s obvious caring for kids became evident in a recent interview when he talked about his philosophy of education, his role as a director, and generally, where education is heading.

Dr. Spence was appointed as the new Director of Education for the Toronto District School Board in July 2009 after having completed a five-year term as Director of Education at the Hamilton-Wentworth District School Board.

His resume is varied and multi-dimensional. He holds graduate degrees in Criminology and in Education from Simon Fraser University. He played professional football in the CFL, with the B.C. Lions, and has been a professional educator for years.

I recently sat down with Dr. Spence to try to learn more about this dynamic individual.

Alex Chumak: Why did you choose education, given your background?

Dr. Chris Spence: Education for me is the only hope for many disadvantaged kids – and there are too many of them. If we don’t provide realistic opportunities for them, if we don’t reach out to them, then we simply lose them to the street and gang sub-cultures.

Schools must not be isolated entities, but centres where all our young people feel comfortable. Well-trained staff must provide them with the basics to integrate into our society. All our kids deserve no less.

A.C.: As director, it is imperative for you to work with several constituencies – namely school administrations, politicians (Board Trustees), parents, teacher’s union and other communities. Do you see the objectives of these groups at cross-purposes – and if you do, can you accommodate them all? In short, can you serve 3 or 4 masters at the same time?

C.S.: On the contrary, I view these constituencies as a partnership and not necessarily as a conflict.

When you consider the objectives of all these constituencies – they are all the same – we want to provide the best possible programming for our students. Consequently, everyone gets a voice – everyone can express their opinion. Our job on the Board level is to listen and to work in partnership.

The parents in particular are most welcomed and let’s not forget the students themselves. They also have a lot to contribute.

A.C.: It’s now almost one year that you have been with the TDSB. What in your view is the most important part of your job?

C.S.: I think that building relationships has to be the most important factor. This means having a good, healthy working relationship with all the constituents. If a good relationship exists, conflicts are minimal and work can progress at a steady pace.

It is equally important to maintain the good relationship with the sub-groups that make up our educational system.

A.C.: What is the best part of your job as Director?

C.S.: The best part, by far, is visiting our schools, which I try to do on a regular scheduled basis. It’s a “hand’s on” approach, where I have a chance to dialogue with our staff and students. They give me an up-to-date pulse reading of what’s going on in our schools.

I just can’t get this experience sitting in an office.

A.C.: What is the worst part of your job?

C.S.: I don’t believe there is a worst part. Challenges – yes. Perhaps too many. For example, it’s not easy to close schools; make cuts to staffing; consolidating schools and work within a Ministry directed budget.

These, as well as others, are real challenges. All the groups in education must work together, be creative and be progressive. These are the challenges that we all face or will be facing shortly.

A.C.: Safety in schools is a major concern for many parents and students. The shooting of Jordan Manners was perhaps the climax where people started questioning whether our kids are safe.

C.S.: Staff are doing all they can to make our schools safe. Schools, as you know, are microcosms of society – and as such we have to work together to create a safe environment. This is a shared responsibility and schools can and will do their part. Programs such as restorative justice, character educations and building self-esteem among our young people is extremely important. We must foster positive relationship. But this is only one aspect of the solution – the others, such as parents and community groups, must play their equal parts.

A.C.: The City of Toronto is home to well over 90 ethnic communities. Is it possible for all students to get along given the turmoil in the world?

C.S.: It’s true that we are one of the largest and most diverse school systems in Canada. I see this not as a challenge, but as a teachable opportunity. By providing a balanced perspective and being sensitive to their backgrounds, we can be leaders in this field. And we are gaining much success through our multicultural programs. The Board is committed to inclusivity.

A.C.: You have brought in some innovative programs to our schools. For example, Boys to Men as well as proposals for specialized schools have recently grabbed headlines. Can you explain your reasoning?

C.S.: Boys to Men is experiencing tremendous success. It’s a mentoring program which gives boys an opportunity, through the use of volunteers or staff to be role models. The response is terrific, and we are receiving excellent feedback from the participants. As to specialized schools such as art, drama etc. we simply have to be competitive and offer what parents and students desire from the educational system.

A.C.:  As you are aware, the TDSB adopted motion to teach the issue of the Holodomor in Toronto Schools, something for which the Ukrainian community is very thankful. In order for the program to be effective, what in your view, should the Holodomor Education Team do?

C.S.: First, let me applaud the Ukrainian community for bringing this issue to the Board. I suggest that you continue to lead the way, provide our staff with appropriate documentation. We will make all efforts to make certain that the Holodomor is part of our curriculum.

A.C. What do you see as future challenges for the Board?

C.S.: There are many, but let me touch on three of them.

The first challenge is Special Education – students need to be assessed and identified much earlier so that they can be placed in appropriate programs before it is too late and they fall too far behind.

Secondly, we have to address the capital condition of our buildings. Too many are in need of repairs or, in some cases, need to be completely rebuilt. This requires funding which we must obtain from the Ministry of Education.

As the third challenge, I must also include the budget of our Board. As you are aware, the Ministry now allocates funds to every school board in the Province and since our Board is so diverse and pro-active, we require sufficient funding to provide the best education for our students.

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Dr. Chris Spence