Recommendation

1
Recommendation to the Accommodation Review
Committee Nov. 17, 2008
2

• We recommend that
• this facility be
• closed, renamed and
• transformed into a
• Centre of Specialization
• for the North-East and beyond.

Reference GAPP Recommendation 4 (Page 23,
Target 3)
3

• The revitalized Centre of
  Specialization would operate either as a stand
  alone centre or in a campus
  relationship with one or more of the seven
  surrounding collegiates.

4

• Students would access the Centre of
  Specialization for part or all of their Grade 11
  and/or Grade 12 experience as needed.
• While the Centre of Specialization would
  primarily cater to Grade 11 and 12 students, it
  would be possible to expand the programs to
  younger students with a demonstrated interest in
  the Centres areas of study.

5

• Where programs are so unique and highly
  dependent on facilities and specialized staff,
  students and programs will be clustered in
  specialized programs to ensure sustainability.
• Specialized Programs
• are Board approved programs open to the entire
  student population across the TDSB
• lead to Ministry recognized Specialized High
  Skills Major (SHSM) status
• occur where programs require highly expensive
  facilities/equipment, specialized staff
  qualifications and/or the clustering of students
  to ensure program viability
• offer students opportunities the TDSB could
  never offer in every school.
• These specialized programs will eventually
  fulfill the requirements of the Ministry of
  Educations Specialist High Skills Major.

Reference Support Document to the GAPP (Page 3)
6
(No Transcript)
7
Within the next decade or so, Canada will be
experiencing a critical shortage of skilled
trades workers. As per the TDSB Career Centres
Labour Market Information newsletter, In Canada,
it is estimated that there will be 50,000
unfilled jobs in skilled labour by 2010. A
Centre of Specialization would provide valuable
educational opportunities in these lucrative high
skills fields and help prepare TDSB students to
meet Canadas needs for the future.
Appendix A
8
Planning Department Data
Appendix B

• Currently, based on attendance data from the
  last three years for our seven surrounding
  collegiates, an average of 29 of students
  chose to attend a different secondary school than
  their home school.

9
Planning Department Data
Appendix C

• Currently, based on combined attendance data
  from the last three years for our seven
  surrounding collegiates, each year an average of
  449 students chose to leave their current
  school to attend a secondary program at either
  another TDSB school or a private school.

10
Students will switch schools for Specialty
Programs!
Appendix D
Out of the 47 students that have taken the OYAP
Carpentry limited enrollment specialty program
over the last three years, only 6 of those
students were Timothy Eaton students prior to
enrolling in the program. The other 41 students
transferred to the school specifically for the
OYAP Carpentry program.
11
Students will switch schools for Specialty
Programs!
Appendix E
During the PART process, a survey was conducted
of grade ten students at Agincourt and Albert
Campbell. Seventy percent of the students
surveyed expressed a willingness to switch
schools in order to attend a specialty program of
interest to them.
12
The following slides represent possible
programs for a Centre of Specialization in the
North-East. These programs would utilize
the excellent existing facilities in this
building.
13
Proposed Centre of Specialization Focus Programs
include, but are not limited to
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Pure and Applied Animal Sciences

• Sample Pathways include
• University Veterinarian, Zoologist, Zookeeper
• College Veterinary
  Technician, Animal
  Caretaker, Animal
  Services Worker
• Employment Pet
  Groomer, Pet Retail
  Sales, Animal Trainer

15
Engineering Foundations Program

• Sample Pathways include
• University Civil Engineer, Electrical Engineer,
  Industrial Engineer, Mechanical Engineer
• College Civil Engineering Technician,
  Electrical Engineering Technician,
  Mechanical Engineering
  Technician
• Apprenticeship Facilities
  System Technician

16
Architectural Design and Construction Technology

• (including Accelerated Ontario Youth
  Apprenticeship Program Carpentry)
• Sample Pathways include
• University Architect, General Contractor,
  Planner, Construction Management
• College and/or Apprenticeship Architectural
  Technician, Cabinetmaker,
  Carpenter, Renovator
• Employment Construction
  Tradesperson

17
Transportation Technology

• Sample Pathways include
• University Transportation Studies, Automotive
  Marketing and Management, Automotive Design
• College Automotive Technician, Specialist
  Mechanic, Heavy Equipment Operator
• Apprenticeship Automotive
  Service Technician, Auto
  Body/Collision Repair,
  Automotive Parts Person
• Employment Auto Detailer,
  Automotive Sales, Driver

18
Esthetic Arts and Sciences

• Sample Pathways include
• College Esthetician, Cosmetologist,
  Hairstylist, Nail Technician,
  Spa Management
• Apprenticeship Hairstylist
• Employment Esthetician,
  Nail Technician, Spa
  Technician, Cosmetics
  Specialist

19
Culinary Arts

• Sample Pathways include
• University Hotel and Food Administration
• College and/or Apprenticeship Caterer, Chef,
  Cook, Hotel and Restaurant Management,
  Bartender,
  Patissier/Baker
• Employment numerous and
  wide-ranging employment
  opportunities

20
Medical Sciences Pharmacology and Toxicology

• Sample Pathways include
• University Pharmacologist,
  Pharmacist, Toxicologist,
  Chemist
• College Pharmacy Technician,
  Lab Technician
• Employment Pharmacy
  Worker

21
A Model for the Future

• Example Architectural Design and Construction
  Technology - WoodLINKS
• The existing WoodLINKS program would act as
  a model for program development in the other
  focus areas that you have just seen.

22
A Model for the Future

• The current WoodLINKS program at Timothy Eaton
  has
• pathways to university, college, apprenticeship
  and employment
• - University of British Columbia Bachelor of
  Science in Wood Products Processing
• - Conestoga College Bachelor of Applied
  Technology in Advanced Manufacturing Technologies
  (Wood Composite Products) or Diploma in
  Woodworking Technology
• - Humber College Industrial Woodworking
  Technician (diploma)
• - college certificate programs in Cabinet Making
  at Conestoga College, Humber College and Sheridan
  College
• - apprenticeship programs in Carpentry at
  Conestoga College and George Brown College
• - direct employment opportunities at the
  numerous Sector Council partner companies

23
A Model for the Future

• excellent co-operative education opportunities
• Industry-recognized certification opportunities
• dual credit opportunities with college programs
• Specialist High Skills Major requirements
• a nationally recognized pilot program
• Industry and Education partnerships
• Federal Sector Council partnerships

24
A Model for the Future

• state of the art facilities

25
The WoodLINKS model is easily transferrable to
other areas of specialization, creating a unique
High Skills Environment. Existing facilities
would need only limited upgrading to bring them
up to current Industry standards for other focus
areas. This is an economically feasible option
that would allow such programs to be available to
students until fully composite schools able to
host such programs could be built.
26
Sample Program Model
A number of successful programs currently exist
in the system whereby students attend full or
part days at a different school than their home
school in order to participate in specialized
programming. One example is the CitiMotive
program at Winston Churchill C.I.
Appendix F
Reference CitiMotive Power Program/OYAP 2009
Semester Two Program
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• In addition, the new Centre of Specialization
  could include
• Professional Development space, tied to the
  Culinary Arts Program - Reference GAPP Working
  Paper, page 23 Professional Learning hubs for
  staff would be attached to Centres of
  Specialization (with culinary/hospitality
  programs).
• An extensive Guidance and Career Centre with
  career research facilities for North-East
  quadrant students and career information sessions
  for teachers and parents
• Introduction to Experiential Learning
  Opportunities for younger students through visits
  to the Centre
• A continuation of our community partnership with
  the Timothy Eaton Infant and Toddler Daycare
  Centre

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This is the Future!

• Centre of Specialization for Grade 11 and 12
  students interested in a variety of
  innovative, focused areas of study
• Programs leading to all four destination
  pathways (university, college,
  apprenticeship and employment)
• Multiple focus areas with excellent facilities
  and skilled staff with specialized
  qualifications
• Industry and community partnerships
• In-depth Experiential Learning and Co-operative
  Education opportunities
• Expanded Guidance and Career Planning Centre
• Professional Learning Hub for TDSB staff