Education Organization Planning Tool: Education Partnerships Program

Table of contents

Introduction

The Education Organization Planning Tool (EOPT) has been developed to support and strengthen the capacity of First Nations organizations in the delivery of education programs and services for band-operated schools. This education organization self-assessment and planning tool has been modeled after the Governance Capacity Planning Tool (GCPT), which was developed to enable First Nations communities to create a community‐focused, long-term plan for governance capacity development based on current capacities, assets, gaps and priorities.

The core functions of the EOPT , which were derived from the core functions of the GCPT, represent the key elements of organizational capacity:

Details about each of the core functions are provided in the introduction to the respective sections.

The education tool also adopts the GCPT's step-by-step approach to governance capacity development planning and will enable First Nations organizations to assess their education governance capacity, identify their needs and priorities, and develop a plan to build capacity in the areas identified.

The tool is divided into two parts: Part A is designed to assess core organizational governance capacities (as outlined above) and Part B is designed to assess the level of school supports and services that First Nation education organizations deliver to First Nation students and schools. Given that there is a well-established link between strong governance capacity and organizational performance, the two sections are related. By building their core education governance capacity, organizations will also build their capacity to deliver school supports and services.

Organizations are encouraged to complete the EOPT and submit a Capacity Development Plan that aligns with the core organizational capacities outlined above, to add clarity and strength to proposals under the Structural Readiness component of the Education Partnerships Program (EPP).

How to complete this planning and assessment process

This workbook will assist you with the task of identifying, prioritizing and planning the development or strengthening of core organizational capacities. Before starting your assessment, you may wish to read through this document in its entirety. Familiarizing yourself with the process for assessment, prioritization, and development of a plan at the outset should facilitate your completion of this planning tool.

Step 1: Preparation

This section will help you to organize the contacts and information you need to complete the Education Organization Planning workbook and organize your time and efforts as effectively as possible. It may be helpful to engage staff within your organization, board members, and your community (principals, directors of education, Elders and Knowledge Keepers) throughout the education organization capacity assessment and planning process.

Step 2: Inventory of information and existing tools

This section will help you establish an inventory of key information and documents that you have already developed related to your organizational governance.

Step 3: Organizational self-assessment and needs identification

The organizational self-assessment and needs identification section represents the core of the EOPT. Through identification of strengths and needs, this section will help to determine what core functions and activities of organizational governance have already been sufficiently established, and which require strengthening and/or development.

Step 4: Prioritization

Community circumstances differ from one to another and so do priorities, particularly around development efforts. Having identified what your organizational governance needs are, you can then go through a prioritization exercise, to determine how and in what order these needs can be addressed.

Step 5: Capacity development plan

This step involves interpreting the information of the previous steps and formulating it into a Capacity Development Plan. A Capacity Development Plan, often based on a three-year horizon, should be flexible and adaptable. The plan should identify objectives, timelines, costs, and performance measures for each of the projects being contemplated and will be useful for monitoring and measuring the success of capacity development projects. The Capacity Development Plan may be submitted as a support document to an EPP proposal for funding under the "structural readiness" component to add clarity and strength to the proposal.

Step 1: Preparation

This workbook is designed to be undertaken by individuals who are familiar with their organization's policies and procedures and/or through engagement sessions with community or education representatives. It may take more or less time depending on your familiarity with those policies and procedures and the complexity of the governance systems already in place in your organization. Added input may provide a sounding board to discuss the questions in the workbook, and help ensure the needs and perspectives of community members are well represented. Although this may require some additional time and organization in the beginning, it will likely produce a more reliable plan in the end.

Once you have chosen your strategy, plan for enough time to complete the workbook in one or more sessions throughout the week, giving yourself or your team enough time to think through the ideas with limited interruptions.

If you have decided to complete the workbook as an individual, take the time to think of the key contacts, including community leaders, key staff members or other knowledgeable individuals who may be able to help you answer some of the questions, or give you useful history and background knowledge. The chart below is an example of a template for the management of basic information about your organization and its key contacts. You may wish to manage this information using a different template or format that you find easier to update (e.g. Excel or other information management system).

Your information:

First Nation / Organization name:

What levels of education does your organization support?

Assessment Completed By:
Phone number:
Email:
Position:
Notes:

Key Contacts:

Contact no. 1
Contact name:
Phone number:
Email:
Position:
Notes:
Contact no. 2
Contact name:
Phone number:
Email:
Position:
Notes:
Contact no. 3
Contact name:
Phone number:
Email:
Position:
Notes:
Contact no. 4
Contact name:
Phone number:
Email:
Position:
Notes:
Contact no. 5
Contact name:
Phone number:
Email:
Position:
Notes:
Contact no. 6
Contact name:
Phone number:
Email:
Position:
Notes:

Step 2: Inventory of Information and Existing Tools

The next step in creating your education organization capacity development plan is to take stock of the tools and policies your organization already has on hand. Below, you will find a list of the most common policies, procedures, guidelines and other documentation in use by First Nation organizations.

Take the time to collect a copy of each of the documents listed below that are available in your organization. You will use them to answer questions in Step 3. Please use spaces provided to list any additional documents that might be helpful.

Document Created In Use Last Updated
Foundational and Planning
Organization Vision Statement      
Organization Principles Document      
Constitution/Articles of Incorporation/Terms of Reference      
Strategic Plan(s)      
Project & Program Management Plan      
Operational Business Plan(s)      
Performance Measurement Framework      
Risk Management Framework      
Information Management / Information Technology (IM/IT) Plan      
Comprehensive Community Plan of Member First Nations      
Other:      
Human Resource Management
Human Resource Policy      
Organizational Chart      
Job Descriptions – Organization Positions      
Leadership / Board selection Codes and / or Policies      
Code of Ethics – Board of Directors / Executive Director      
Code of Ethics – Organization Staff      
Roles and Responsibilities – Board of Directors / Executive Director      
Roles and Responsibilities – Organization Staff      
Orientation Package – Board of Directors  / Executive Director      
Orientation Package – Organizational Staff      
Conflict of Interest Guidelines – Board of Directors / Executive Director      
Conflict of Interest Guidelines – Organization Staff      
Other:      
Procedure
Agreement / Document which formalizes membership      
Board Meeting Procedures      
Policy Ratification Procedures      
Community Consultation Procedures      
Appeal / Redress Procedures      
Community Participation Procedures      
Financial Administration Codes      
Financial Administration Policies      
Audit Procedures      
Organizational By-Laws / Policies      
Privacy Policy      
Administration Meeting Procedures      
Other:      

Other resources

There are a number of other documents and resources available that may be helpful in the creation and implementation of your capacity development plan. The use of these resources is not required to complete the capacity development plan, but they can be relied upon for assistance in areas that prove more challenging to assess and envision as well as with the latter steps of the process.

Some provincial / territorial school board associations and ministries of education have developed resources to help support and strengthen the governance capacity of school boards:

Yukon:

British Columbia:

Northwest Territories:

Alberta:

Saskatchewan:

Manitoba:

Ontario:

Québec:

New Brunswick:

Nova Scotia:

Prince Edward Island:

Newfoundland and Labrador:

Resources have also been developed by First Nation and other organizations that will support First Nations in the administration of programs and services:

If you have additional tools or resources you think would be useful to include in this tool, please contact your Indigenous Services Canada (ISC) Regional or Headquarters representative.

Step 3: Organizational self-assessment and needs identification

Objectives of this section

The objective of this section is to identify the education capacity strengths and needs of your organization.

The EOPT is divided into two parts:

  • Part A refers to the core organizational governance capacities: governance and leadership; external relations; parental/community involvement; planning, performance evaluation and risk management; financial management; human resource management; and information management and information technology
  • Part B refers to the school supports and services that First Nation organizations deliver to First Nation students and schools. By building their core education governance capacity, organizations will also build their capacity to deliver school supports and services

The questions that follow in this section are grouped under each of the functions and activities above. Some questions are structured in terms of "yes" and "no" answers, such as those intended to determine whether your organization has a policy or mechanism in place. Others are structured as a"check-box" or list of particular items your organization may have. Where more detail may be useful, space has been provided.

The questions are meant to serve as a prompt for you to reflect on your organization's policies, processes, and practices in several core organizational governance areas. Checking"no" does not necessarily mean you have low organizational capacity, but it may be an indication that your organization would benefit from strengthening your capacity in certain areas. To the degree possible, the questions have been structured to prompt objective answers. However, there are a few that may be based on your opinion or experience.

At the end of each section, you will also find a space to summarize your assets, needs and priorities for each core organizational governance capacity. This should help with prioritization and planning (Step 4: Prioritization and Step 5: Capacity development plan). You should feel free to use any extra space you may need or insert additional pages to detail your answers – this is your tool and you may be referring back to it from time to time in the future so additional notes might be helpful. In addition, in Step 4, you will be asked to prioritize your responses as far as how great the need is in each specific area. Thorough answers will be of benefit to you when you come back and prioritize them.

Part A: Organizational governance capacity

Section 1: Governance and leadership

Governance and Leadership includes: determining the structure of the organization; establishing membership policies and procedures, and outlining roles and responsibilities; creating and modifying a foundational set of rules; developing and/or formalizing policies, processes and mechanisms to improve leadership selection; establishing codes of conduct; and ensuring transparent and well-respected practices for convening meetings, decision-making, dispute resolution, and communication; creating, updating and communicating by-laws and policies; and establishing or formalizing relationships and agreements with federal and provincial / territorial governments, local provincial / territorial bodies (e.g. school boards, college of teachers) and First Nations.

Number Question Response
(Yes/No)
1. What type of organization do you have?
  • Regional Management Organization
  • First Nation Education Organization
  • Aboriginal Representative Organization/Political Treaty Organization
  • Tribal Council
  • Other (please specify)
  
2. Is your organization a:
  • Not-for-profit corporation
  • Not-for-profit society
  • Charitable organization
  • Committee
  • Advisory group
  • Other (please specify)
  
3. Is your organization incorporated?  
4.
  1. Does your organization have a set of rules (e.g. articles of incorporation, constitution, terms of reference) that guide the operation of your organization?
  2. Which of the following documents does your organization's set of rules include? (select all that apply):
    • Articles of Incorporation/Constitution/bylaws
    • Certificate of good standing
    • Document outlining role of Advisory Group/Committee (e.g. Terms of Reference, MOU)
    • Other (please specify):
  3. What feedback methods were used when creating or revising the organization's set of rules (e.g. articles of incorporation constitution, terms of reference)? (select all that apply):
    • Surveys/questionnaires
    • Town hall/membership meetings
    • Focus group/workshops
    • Suggestion box
    • One-on-one discussions
    • Not applicable
    • Other (please specify)
  
5.
  1. Does your organization have a formal process/criteria for member First Nations to:
    • Enter the organization?
    • Leave the organization?
  2. If so, how? (select all that apply):
    • Submit band council resolution
    • Written notification
    • Other (please specify)
  
6. Does your organization have a formal dispute resolution mechanism to address concerns of current and potential member First Nations?  
7. Does your organization outline the rights and responsibilities of member First Nations?  
8.
  1. In the last 3-5 years has your organizations membership numbers:
    • Increased
    • Decreased
    • Remained stable
  2. If your organization has experienced an increase/decrease in its membership, is there a general reason for the fluctuation? If so, please describe
  3. How have you responded to this change/trend?
  
9.
  1. Does your organization have formal procedures in place for conducting meetings and decision-making?
  2. If so, do they clearly outline (select all that apply):
    • Meeting notice requirements
    • Record of minutes
    • Quorum
    • Voting procedures
    • Other (Please specify)
  
10. How does your organization's leadership communicate with member First Nations regarding organization meetings? (select all that apply):
  • Website
  • E-newsletter
  • Newspaper
  • Flyers
  • Radio
  • Do not communicate with members on this subject
  • Other (please specify)
  
11. Are meetings open to all member First Nations? (select all that apply):
  • General meetings
  • Annual general meetings
  • Special meetings
  • Depending on subject
  • Not applicable
  • Other (please specify)
  
12.
  1. How is your organization's leadership selected?
    • Elected
    • Appointed
  2. Does your organization have a policy in place to ensure a fair and transparent selection process?
  3. Do you have a process in place for assessing suitability/credentials for selection of leadership?
  
13. During your organization's leadership selection process (i.e.Board of Directors), do you follow guidelines for (select all that apply):
  • Codes of Ethics
  • General Election Procedures
  • Nomination Procedures
  • Appeal Mechanism
  • Ballot Counting
  • Special Elections
  • Orientation for Newly Elected Directors
  • Voting Eligibility
  • Posting / Communicating Election Results
  • Leadership Oath
  • Removal from Office
  • Not Applicable
  • Other (please specify)
  
14. How often are your organization's bylaws and/or policies reviewed and/or updated?
  • Annually
  • Only as required
  • Not applicable
  
15. Where can member First Nations view or obtain a copy of your organization's bylaws and policies? (select all that apply):
  • Organization Administration Office
  • Organization web-site
  • First Nation Member offices
  • Not Available
  • Other (please specify):
  
16.
  1. Do you have regular meetings with First Nation education representatives (e.g. Principals, Directors of Education)?
  2. If so, how often?
  
17.
  1. Do you have regular meetings with provincial/territorial partners? If so, how often?
  2. If so, at what level? (select all that apply):
    • Ministry of Education
    • Neighbouring School Boards
    • School Board Associations
    • College of Teachers
    • Provincial / Territorial schools
    • Other (please specify)
  3. Do you have regular meetings with provincial partners? If so, how often?
  
18. Does your organization have the following bilateral/tripartite agreements in place:
  • Education tripartite Memoranda of Understanding (MOU) or similar formal Agreement between ISC, Provincial / Territorial Ministry of Education and your organization
  • Education Tuition and/or Service Enhancement Agreements between your organization and a provincial / territorial School Board and/or Provincial / Territorial Ministry of Education
  • Education Service Agreements between your organization and First Nations
  • None of the above
  • Other (please specify)
  
Assets, Needs and Priorities:
Use this space to summarize your assets, needs and priorities for Governance and Leadership

Section 2: External relations

External Relations includes: fostering collaborative relationships with federal and provincial / territorial departments, non-government organizations, professional associations and corporations; participating in intergovernmental forums, committees, and working groups pertaining to education issues; sharing/leveraging of expertise and/or services between stakeholders; and participating in policy and program development.

Number Question Response
(Yes/No)
19. Does your organization have a strategy regarding its relationship with stakeholders?  
20. Does your strategic plan include a section on external issues or relations?  
21. Does your organization work to foster cooperative relations with (select all that apply):
  • The provincial / territorial government
  • The federal government
  • Other First Nation organizations
  • Professional Associations
  • School boards
  • Not applicable
  • Other (please specify)
  
22.
  1. Does your organization engage in education policy and program discussions with the provincial / territorial and/or federal government?
  2. If so, how often?
  
23. Is your organization involved in education committees or working groups with federal/provincial/territorial governments related to (select all that apply):
  • Language & culture
  • Data protocols
  • Curriculum
  • Student retention
  • Literacy
  • Numeracy
  • Emergency measures
  • Operation and maintenance of schools
  • Not applicable
  • Other (please specify)
  
24.
  1. Do you work with the province / territory (school boards/districts, Ministry) to provide them with expertise and/or services?
  2. If so, how often?
  3. If so, what types of expertise/services? (select all that apply):
    • Language and Culture resources/advice (Elder/Knowledge Keeper)
    • Culturally relevant assessments, curriculum materials, and services
    • Professional Services (Speech pathologist, psychologist, etc.)
    • Professional development (e.g. pedagogy)
    • Other (please specify)
  
25.
  1. Do you work with the province / territory (school boards/districts, ministry) to leverage their expertise and/or services?
  2. If so, how often?
  3. If so, what types of expertise/services? (select all that apply):
    • Curriculum development
    • Curriculum materials/resources
    • Professional development/workshops
    • Standardized assessments, supporting materials and training
    • Language and culture resources
    • Job mentorship/job shadowing in school district
    • Literacy and numeracy specialist
    • Professional services (Speech pathologist, psychologist, etc.)
    • Operations and maintenance of schools
    • Other (please specify)
  
26. Do you collaborate with the province / territory to jointly develop or modify curriculum/instructional materials and resources?  
27.
  1. Does your organization have a formal process for partnering with the private sector or non-governmental organizations to leverage funding or other opportunities (e.g. extra-curricular)?
  2. Are you currently partnering with the private sector or non-governmental organizations in this manner?
  3. If so, please describe
  
28.
  1. Does your administration have a dedicated external relations or similar position?
  2. If not, is the responsibility for external relations part of another position?
  
Assets, Needs and Priorities:
Use this space to summarize your assets, needs and priorities for External Relations

Section 3: Parental/Community Involvement

Parental/Community Involvement includes developing or formalizing community engagement processes that allow First Nation schools and communities to participate in decision-making and that ensure the communities are informed of decisions and changes to programs or policies.

Number Question Response
(Yes/No)
29.
  1. Does your organization have a formal process for community involvement?
  2. If so, what elements does your formal community involvement process include? (select all that apply):
    • Written description of decision making process
    • On-going documentation of best-practices
    • Identification of when community involvement is required
    • Methods that promote language and cultural integrity/practices
    • Methods for reporting back to the community
    • Description of how particular groups are involved (e.g. Elders/Knowledge Keepers, women, men, single parents)
    • Complaint process
    • Agendas for public meetings
    • Minutes/records of decision of public meetings
    • Other (please specify)
  3. If your community involvement process is informal, please describe
  
30. Does your community involvement process target the following groups? (select all that apply):
  • Chief and Councils
  • Community Education Advisory Board
  • Principal(s)
  • Teachers
  • Director of Education
  • Elders / Knowledge Keepers
  • Youth
  • Community members
  • Parents/Guardians
  • Not Applicable
  • Other (please specify)
  
31.
  1. Can community members view or obtain information about the community involvement process?
  2. If so, how? (select all that apply):
    • Organization office
    • Organization web-site
    • Organization library / resource centre
    • Member First Nation office
    • Other (please specify)
  
Assets, Needs and Priorities:
Use this space to summarize your assets, needs and priorities for Parental/Community Involvement

Section 4: Planning, performance measurement and risk management

Planning, performance measurement and risk management includes: clearly defining and acquiring stakeholder input and support for your organization's mission, objectives, and vision; conducting long term strategic planning and ongoing policy development; developing and implementing a thorough risk management framework and reporting mechanisms for governance activities to foster continuous improvement, accountability and results; and establishing processes to administer, monitor, and report on delivery of school supports and services.

Number Question Response
(Yes/No)
32.
  1. Does your organization have a strategic plan (or similar document) that sets out short and long-term objectives of the organization?
  2. If so, how often is it updated?
  3. When was it last updated?
  
33. Does your organization's strategic plan (or similar document) include (select all that apply):
  • Vision Statement
  • Mission Statement
  • Statement of principles/values
  • Organizational strengths and weaknesses
  • Goals, objectives and/or targets
  • Analysis of opportunities and risk
  • Indicators/performance measures
  • Other (please specify)
  
34.
  1. Who participated in the creation of your organization's strategic plan (or similar document)? (select all that apply):
    • Board of directors
    • Representatives from Member Chief and Councils
    • Education experts from member First Nations (principals, directors of education)
    • External education experts
    • Teachers
    • Community members
    • Elders / Knowledge Keepers
    • Youth
    • Parents/guardians
    • Not applicable
    • Other (please specify)
  2. Who participates in updating your organization's strategic plan (or similar document)? (select all that apply):
    • Board of directors
    • Representatives from Member Chief and Councils
    • Education experts from member First Nations (principals, directors of education)
    • External education experts
    • Teachers
    • Community members
    • Elders / Knowledge Keepers
    • Youth
    • Parents/guardians
    • Not applicable
    • Other (please specify)
  
35.
  1. Does your organization consider their strategic plan when developing and passing policies?
  2. Does your organization have guidelines for developing policies?
  3. If so, do the guidelines for passing policies include any of the following elements?
    • Rules on public notice
    • Rules on public consultation
    • Process relative to policy development
    • Process for the amendment of policies
    • Not applicable
    • Other (please specify)
  
36. Does your organization have a project or program management plan and/or system to track progress, finances, and human resources across your various activities?  
37. Has your organization established and/or implemented a work plan, processes and policies to administer, monitor, and report on the delivery of school supports and services?  
38.
  1. Does your organization's administration have an operations manual?
  2. If so, does your operations manual include sections on (select all that apply):
    • office procedures
    • hospitality guidelines
    • travel guidelines
    • purchasing guidelines
    • maintenance and asset management
    • an organizational chart of the administration (by area)
    • emergency preparedness procedures
    • contracting procedures and information
    • Other (please specify)
  3. If so, how often is it updated?
  
39.
  1. Does your organization have a formal performance measurement strategy?
  2. If so, which of the following elements are included in your organization's performance measurement strategy? (select all that apply):
    • Goals and targets
    • Indicators for each goal and target
    • Description of how, and how often, data for the indicators are to be collected
    • Identification of who has access to results of evaluations/assessments
    • Process for the aggregation of student and school performance data (including tracking and analyzing data, information management)
    • Collection of sex disaggregated data
    • Other (please specify)
  3. Do you have someone capable of analyzing data to assess whether goals and objectives in the strategic plan are being achieved?
  
40. Does your organization have a mechanism for (select all that apply):
  • Reporting on performance to the board
  • Reporting to member First Nation communities
  • Not applicable
  
41.
  1. Do you develop an annual report that addresses objectives, indicators, targets, activities and results related to literacy, numeracy and student retention, on a school or aggregated basis as appropriate?
  2. If so, who is this shared with?
    • Board of directors
    • Parents
    • Students
    • Member First Nation Communities
    • Federal/provincial/territorial Government
    • Other (please specify)
  
42.
  1. Do you have a risk management framework in place?
  2. If so, which of the following elements are included in your risk management framework (select all that apply):
    • Identification of risks
    • Assessment of risk (Low, Medium, High)
    • Mitigation strategies
    • Contingency plan
    • Trigger for contingency plan
    • Individual responsibility for managing risk
    • Other (please specify)
  3. If so, was it developed/refined in relation to your strategic plan?
  
43.
  1. Does your organization have a policy or procedure to manage funding implications or other complications associated with First Nations leaving or joining mid-project?
  2. If so, please describe
  
Assets, Needs and Priorities:
Use this space to summarize your assets, needs and priorities for Planning, Performance Measurement and Risk Management

Section 5: Financial management

Financial Management includes: developing and/or implementing a financial management plan; developing processes to track financial transactions and monitor assets, liabilities, revenues and expenditures; developing policies, procedures and processes for the collection of revenues, development and distribution of audited financial statements, and tendering/awarding of contracts; and developing formal processes and procedures for allocation of funding to individual First Nations in a fair and transparent manner.

Number Question Response
(Yes/No)
44.
  1. Does your organization have a financial management plan?
  2. If so, does your financial management plan include (select all that apply):
    • annual budget preparation procedures
    • a budget
    • financial procedures
    • data management procedures
    • debt management procedures
    • guidelines on honouraria
    • record keeping procedures
    • audit procedures
    • cash management procedures
    • disclosure guidelines
    • travel policies and procedures
    • policy on payment processing
    • list of signing authority
    • staff certification requirements
    • salary tables
    • policies for loans
    • policies on advances
    • policies on procurement / awarding of contracts
    • Other (please specify)
  
45.
  1. How often is your financial management plan reviewed and/or updated?
    • Quarterly
    • Semi-annually
    • Annually
    • Only as required
    • Other (please specify)
  2. When was your financial management plan last reviewed and/or updated?
  
46. Is your financial management plan aligned with any of the following organizational plans? (select all that apply):
  • Human Resource Plan
  • Strategic Plan
  • Information Management / Information Technology Plan
  • Project and Program Management Plan
  • Other (please describe)
  
47. Where can member First Nations view or obtain information about the organization's finances? (select all that apply):
  • Organization office
  • Web-site
  • Organization library/resource centre
  • Not available
  • Other (please specify)
  
48.
  1. Do you have mechanisms, policies and procedures in place for determining funding allocations to member First Nations (if applicable)?
  2. Do you have mechanisms for the distribution of those funds?
  
49. Does your organization track financial information (e.g. expenditures by activity, hours/days of services delivered) at the First Nation or school level?  
50. Does your organization employ a financial officer with a professional accounting designation?  
51.
  1. Does your organization define clear roles, responsibilities, and accountability for financial authority?
  2. Does your organization clearly outline steps to ensure financial accountability by developing and implementing policies and/or processes related to (select all that apply):
    • Signing authority
    • Borrowing powers
    • Transparency
    • Audit
    • Not applicable
    • Other (please specify)
  
Assets, Needs and Priorities:
Use this space to summarize your assets, needs and priorities for Financial Management

Section 6: Human resource management

Human Resource Management includes: developing a human resource management plan; and establishing or formalizing human resource policies and processes for recruiting, screening (including volunteers), hiring, retaining, evaluating and/or compensating personnel required to deliver education services; providing professional development opportunities to that personnel; and providing orientation for new personnel.

Number Question Response
(Yes/No)
52.
  1. Do you have a human resource manual or guidelines?
  2. How often is this updated?
  3. How often is this updated?
  
53. Does your Human Resource manual include policies and procedures that cover (select all that apply):
  • hiring and termination policies and procedures
  • maternity/paternity leave
  • employee recruitment/retention
  • disciplinary measures
  • conflict of interest guidelines
  • code of values and ethics
  • job qualifications/classification grid
  • training/development guidelines
  • annual budget preparation procedures
  • occupational health and safety
  • other leave (e.g. sick, study)
  • attendance/hours of work guidelines
  • harassment/discrimination guidelines
  • promotion guidelines
  • salary and benefits
  • retirement planning and procedures
  • language and cultural practices in the workplace guidelines
  • performance guidelines
  • succession planning guidelines
  • volunteer support and administration
  • allowances (e.g. travel)
  • background/security check
  • grievance/complaint and appeal processes
  
54. How are changes to human resource management policies and procedures communicated to employees? (select all that apply):
  • Email
  • Website
  • Provided with hard copies
  • Staff meetings
  • Other (please specify)
  
55.
  1. Do employees undergo performance evaluations on a regular basis?

    If so, how often?
  2. Do senior managers (e.g. executive director) undergo performance evaluations on a regular basis?

    If so, how often?
  
56.
  1. Who carries out the performance evaluation of the Executive Director?
    • Board of directors
    • Executive committee
    • Board Chair
    • Standing Committee, Ad-hoc Committee
    • Not applicable
    • Other (please specify)
  2. Who provides input into the performance evaluation of the Executive Director? (select all that apply):
    • Board of directors
    • Executive committee
    • Board Chair
    • Staff members
    • Standing Committee, Ad-hoc Committee
    • Not applicable
    • Other (please specify)
  
57.
  1. Does your organization have and use a formal employee dispute resolution process (grievance/complaint and appeal process)?
  2. If so, does this process provide (select all that apply):
    • Clear direction for addressing disputes (i.e. remedial measures)
    • Clear definitions (e.g. harassment, discrimination)
    • Other (please describe)
  
58.
  1. Are competitions for jobs within the organization advertised?
  2. If so, how are they advertised?
    • On line Job Board for Education Professionals
    • Website
    • E-Newsletter
    • Radio
    • Newspaper
    • Mail-outs (flyers)
    • Other (please specify)
  
59. Do employees have access to training and professional development?  
60. Do the Executive Director and other senior managers have access to training and professional development?  
61. Has your organization developed an orientation package for (select all that apply):
  • Employees
  • Board Members and/or Executive Director
  • Other (please specify)
  
62. Do you offer Occupational Health and Safety training for your all employees?  
63.
  1. Are workplace accidents recorded, in accordance with provincial, territorial or federal laws?
  2. If so, how do you report them?
  
Assets, Needs and Priorities:
Use this space to summarize your assets, needs and priorities for Human Resource Management

Section 7: Information management/information technology

Information Management and Information Technology includes: developing an Information Management and Information Technology management plan and policies; and developing or improving business practices related to collecting, storing and distributing information (e.g. data security, access to information and privacy policies, document management, and computer hardware and software).

Section 7: Information management / information technology
Number Question Response
(Yes/No)
64. Do you have an Information Management/Information Technology plan?  
65. Does your Information Management/Information Technology (IM/IT) plan address (select all that apply):
  • Your current IM/IT needs
  • Disaster recovery
  • IT security
  • Purging/archiving
  • IT infrastructure maintenance and upgrading
  • Communication of IM/IT role to staff
  • Employee IM/IT skills development
  • Information retention
  • Records and information control
  • Privacy and protection of personal information
  • Systems upgrading and software purchasing
  • Data collection and sharing protocols
  • Reporting and analyzing functions
  • Off-site storage
  • Other (please specify)
  
66.
  1. Do you have an employee (or employees) dedicated to your IM/IT needs?
  2. If not, how do you manage your IM/IT needs (e.g. do you contract IM/IT services outside your organization)?
  
67. Does your IM/ITgroup (internal) or contractor (external) (select all that apply):
  • Meet with employees/management to understand needs and objectives
  • Update the system regularly and fix problems as they arise
  • Other (please specify)
  
68. What evaluation procedures are in place to monitor IM/ITperformance? (select all that apply):
  • IM/IT evaluation is a component in the Strategic Plan
  • A process is in place to ensure technology upgrades are regular and major upgrades are scheduled
  • A process is in place that assists in identifying information that is out of date
  • A process is in place whereby Senior Management is notified of records and information that is to be disposed of or archived
  • Other (please specify)
  
69. How often is software updated?
  • Every 1-2 years
  • Every 3-5 years
  • Every 10 years
  • When it fails and not before
  
70. How often is software updated?
  • Every 5 years
  • Every 10 years
  • When it fails and not before
  
71. How do employees obtain IM/ITtraining (initial and on-going skills development)? (select all that apply):
  • Off-site training courses
  • Training contracted into the office
  • Self-training
  • Other (please specify)
  
72.
  1. Does your organization have and maintain a website?
  2. If so, how frequently is it updated?
  
73. Which of the following does your organization use? (select all that apply):
  • a local access network
  • printers
  • a fax machine
  • internet access
  • teleconference
  • spreadsheet software (e.g. Excel)
  • computer
  • a pool of laptop computers
  • photocopier
  • e-mail
  • video conference
  • Other (please specify)
  
Assets, Needs and Priorities:
Use this space to summarize your assets, needs and priorities for Information Management/Information Technology

Part B: School supports and services

Part B refers to the types of school supports and services that First Nation organizations deliver to band-operated schools. It includes supporting local school governance and partnership development; planning, performance measurement, and information management/information technology at the school level; parental/community involvement; management of proposal-based funding; human resource management for school staff; and school programming.

School supports and services
Number Question Response
(Yes/No)
74.
  1. Does your organization support/facilitate local school governance?
  2. If so, how? (select all that apply):
    • Professional development for principals and directors of education
    • Support for development of school policies and codes of conduct
    • Support or encourage parent councils
    • Establish policies to regulate school activity in the community
    • Support teachers/principals in delivering the education program
    • Support development of community education advisory groups
    • Other (Please specify)
  
75.
  1. Does your organization have structures and policies in place to be responsive and sensitive to local education issues and needs?
  2. If so, please specify
  
76. Is there a feedback mechanism in place to assess whether member First Nations are satisfied with the school supports and services provided or facilitated by your organization?  
77.
  1. Does your organization facilitate/support schools in the implementation of policies in any of the following areas (select all that apply):
    • Student Transportation
    • School Calendars
    • Teaching Materials and Learning Resources
    • Recruitment, hiring, and retention of professional staff
    • Professional support for the adaptation of curricula
    • Not applicable
    • Other (Please specify)
  2. If so, how?
  
78.
  1. Does your organization support or facilitate member First Nations in developing local partnerships (with provincial / territorial school boards, PSE institutions, other organizations, etc.)?
  2. If so, what type of local partnerships? (select all that apply):
    • Formal collaboration
    • Informal collaboration
  3. If so, how? (select all that apply):
    • Guidebook to negotiate Education Agreements with local school districts
    • Provide assistance in negotiation of education agreements
    • Other (please describe):
  
79.
  1. Does your organization support interagency relationship between member First Nation schools and other organizations (e.g.: Child and Family Services, Health Canada, Friendship Centres, Native Women's groups, Technical Services Organizations, local corporations)?
  2. If so, how?
  
80.
  1. Does your organization support/facilitate parental/guardian and community engagement and participation in decision-making at the school level?
  2. If so, how?
  
81.
  1. Does your organization support/facilitate active involvement of parents/guardians and the community in their children's education (e.g. family reading with child, assisting with homework, attending school events)?
  2. If so, how?
  
82.
  1. Does your organization engage with member First Nation schools and communities regarding education policy and program changes or development?
  2. If so, how? (select all that apply):
    • Summit
    • Meetings
    • Website
    • Other(please specify)
  
83. Do you support/facilitate schools to report on the progress of school success plans and student achievement to (select all that apply):
  • Parents
  • Students
  • Community members
  • Not applicable
  • Other(please specify)
  
84. Has your organization established a process that allows parents/guardians to lodge complaints regarding their child's education at the school level?  
85. Does your organization encourage the involvement of Elders / Knowledge Keepers in any of the following areas (select all that apply):
  • Teaching history, language and culture
  • In schools to assist teachers with cultural awareness
  • Student and family support
  • Assist in development of curriculum
  • Special education programming
  • Not applicable
  • Other (please specify)
  
86.
  1. Does your organization support/facilitate the design and implementation of School Success plans for your member First Nation schools?
  2. If so, how?
  3. Does your organization have procedures in place to ensure member First Nation schools are complying with school success plans?
  
87. Does your organization set standards and/or performance targets for your member First Nation school success plans (e.g. graduation rates, student/teacher attendance, literacy/numeracy/science achievement), independent of the targets set by the schools themselves?  
88.
  1. Does your organization support/facilitate the setting of student achievement goals and targets?
  2. If so, how?
  
89.
  1. Does your organization support/facilitate the administration of provincially / territorially-recognized standardized assessments?
  2. If so, how?
  3. Does your organization have compliance procedures in place in order to ensure the administration of standardized testing?
  
90.
  1. Does your organization support/facilitate the collection, analysis and reporting of student and school performance data by member First Nation schools?
  2. Does your organization have compliance procedures in place for the collection, analysis and reporting on student and school performance data by member First Nations schools?
  
91.
  1. Does your organization support schools to adapt their education programs in response to performance data results?
  2. If so, how (e.g. workshop, in-service, templates)?
  
92. Do you have a process or mechanism to consider economies of scale when planning the delivery of school supports and services to your member First Nation schools (e.g. bulk purchasing of materials, professional development for educators)?  
93.
  1. Does your organization manage proposal-based programs and allocate funding to individual First Nations?
  2. If so, do you have policies/processes in place to guide this process in a fair and transparent manner?
  3. Are your policies/processes publicly available?
  
94.
  1. Does your organization promote awareness of funding opportunities for your member First Nation schools?
  2. If so, how?
  
95.
  1. Does your organization provide financial management training or professional maintenance courses to staff in First Nation schools?
  
96. Does your organization develop human resource policies and procedures for school staff for the following (select all that apply):
  • employee recruitment/retention
  • hiring and termination policies and procedures
  • disciplinary measures
  • conflict of interest guidelines
  • job qualifications/ classification grid
  • training/development guidelines
  • code of values and ethics
  • annual budget preparation procedures
  • grievance/complaint and appeal processes
  • occupational health and safety
  • volunteer support and administration
  • attendance /hours of work guidelines
  • harassment/discrimination guidelines
  • promotion guidelines
  • salary and benefits
  • allowances (e.g. travel, remoteness)
  • retirement planning and procedures
  • language and cultural practices in the workplace guidelines
  • performance guidelines
  • succession planning guidelines
  • maternity/paternity leave
  • background/security check
  • other leave (please specify)
  
97. Are any of the above policies or procedures addressed individually by member First Nation schools?  
98. Does your organization have any of the following School Supports and Services Staff (select all that apply):
  • Director of Education
  • Career and guidance counselor
  • Curriculum developer
  • Curriculum specialist
  • Language Arts consultant
  • Psychologist
  • Speech pathologist
  • Social worker
  • Occupational therapist
  • Remedial teacher
  • Special education teacher
  • Teacher's aide/paraprofessional
  • Elder/Knowledge Keeper/mentor
  • Not applicable
  • Other (please specify)
  
99.
  1. Does your organization conduct performance evaluations of teachers and principals?
  2. If so, through what mechanisms or processes?
  
100.
  1. Does your organization monitor and report on teacher certification/accreditation?
  2. If so, through what mechanisms or processes?
  
101.
  1. Is your organization responsible for disciplinary action in the case of educator misconduct?
  2. If so, through what mechanisms or processes?
  
102. Does your organization provide or facilitate training and professional development for teachers, principals, and other school staff?  
103.
  1. Does your organization facilitate/support volunteers at the school level?
  2. If so, through what mechanisms or processes?
  
104.
  1. Does your organization employ and/or train Operations and Maintenance staff and/or monitor and report on the work they conduct?
  2. If so, please describe
  
105.
  1. Does your organization facilitate/support Information Technology (IT)/ Information Communication Technology (ICT) in First Nations' schools?
  2. If so, how?
  
106.
  1. Do you have an Information Technology (IT) or Information Communication Technology (ICT) Helpdesk for member First Nation Schools?
  2. If so, what areas does your Helpdesk provide assistance with (select all that apply):
    • Maintenance and coordination of inventory
    • Coordination of training
    • Data collection
    • Data entry
    • Data analysis/reporting
    • Onsite problem-solving support
    • Other (please specify)
  
107. Does your organization provide support for the implementation, training, administration, and maintenance of student information systems?  
108.
  1. Does your organization facilitate/support distance learning, computer-generated learning, and e-learning?
  2. If so, how?
  
109. Does your organization undertake bulk-purchasing of ICT Services, software and/or hardware for your member First Nation schools?  
110. Does your organization bulk purchase any of the following supplies and services for your First Nation schools (select all that apply):
  • Electronic Instructional materials
  • Learning assessment instruments
  • Not applicable
  • Other (please specify)
  
111. Does your organization develop/modify curriculum/instructional materials and resources?  
112.
  1. Do you facilitate/support the development and implementation of paracurricular programming at the school level?
  2. If so, how? (select all that apply):
    • Pre-School language development
    • Anti-bullying
    • Library
    • Arts and Culture
    • Sport and Recreation
    • Student Retention Activities
    • Other (please specify)
  
113.
  1. Does your organization assist with the development of proposals for your member First Nation schools?
  2. If so, how?
  
114. How does your organization assess whether a school has the structures and capacity to deliver an effective educational program?  
Assets, Needs and Priorities:
Use this space to summarize your assets, needs and priorities for School Supports and Services

Step 4: Prioritization

Having completed the assets and needs identification, you can now determine what areas you may wish to focus effort on, or prioritize, in terms of investment in capacity development. This prioritization should be done with consideration of your organization's overall mission and objectives, which will allow for a strategic approach to your planning and provide you with the opportunity to determine the best approach to capacity development in relation to your circumstances.

During this exercise, you will need to reflect on needs and on timelines to determine when to focus on addressing a particular need. For example, for areas that you identify as high priorities (e.g. where you have lower capacity), you will likely wish to address them in year 1, whereas for lower priorities, you may address them in a subsequent year. This prioritization of needs will help provide direction as you formulate strategies to address your capacity development needs.

If you are finding prioritization of your needs challenging (using the information you have collected through the self-assessment), you may wish to also use a ranking system. For this approach, you would need to review the responses in which you answered "no" and/or identified a need for improvement, and rank them based on how you think they reflect your capacity in that area. For example:

  1. Low capacity
  2. Some evidence of capacity
  3. Partially developed capacity
  4. Extensive capacity
  5. Fully developed or desired capacity reached

These results may give you some idea of your priorities for capacity improvement.

Prioritization of needs

The following table will help you to identify and prioritize your needs based on the information you've collected in Step 3 (Organizational Self-Assessment and Needs Identification).

Category of Need Identification of Need Ranking
1-5
(Optional)		 Tentative Timelines for Addressing Needs
Part A - Organizational governance capacity
Governance and leadership
  • For example: Selection criteria for executive director and board of directors
  •  
  •  
  •  
  •  
    
External Relations
  •  
  •  
  •  
  •  
  •  
    
Parental/Community Involvement
  •  
  •  
  •  
  •  
  •  
    
Planning, Performance Measurement and Risk Management
  •  
  •  
  •  
  •  
  •  
    
Financial Management
  •  
  •  
  •  
  •  
  •  
    
Human Resource Management
  •  
  •  
  •  
  •  
  •  
    
Information Management/Information Technology
  •  
  •  
  •  
  •  
  •  
    
Part B - School Supports and Services
School Supports and Services
  •  
  •  
  •  
  •  
  •  
    
Comments/Reflections:




Step 5: Capacity development plan

At this stage, you have:

This next and final step builds upon the work produced in all of the previous steps and formalizes this into a Capacity Development Plan. The purpose of the Capacity Development Plan is to identify specific projects - based on your prioritization of needs - that will help you to strengthen your capacity in one or more of the core organizational governance areas. These projects should focus on the "how" (rather than the "what") of addressing gaps in each of the given capacity areas (i.e. if "Governance and Leadership" is weak, how can you strengthen it?).

To ensure a robust plan that will enable you to monitor the implementation of projects and measure change in capacity, the plan should identify, for each of the projects being contemplated, the core organizational capacity, objectives, costs, timelines, and indicators, as well as the anticipated results, outputs, and outcomes. The process of monitoring progress will also allow the refinement of capacity development projects and potentially the design of new initiatives to address evolving needs.

The Capacity Development Plan, often based on a three-year horizon, should be flexible and adaptable. This will mean planning adjustments, and in some cases, reprioritization of projects and initiatives identified in the Capacity Development Plan during the course of its implementation. Once finalized, the Capacity Development Plan will serve as an evergreen project plan. A sample Capacity Development Plan is attached in Annex A for your reference. Organizations are encouraged to submit a Capacity Development Plan as a support document to an EPP proposal for funding under the "Structural Readiness" component.

Annex A - Sample Capacity Development Plan - Planning Horizon: Year 1 (2024-25) to Year 3 (2026-27)

Description of Priority Corresponding Project(s) Cost Objectives Performance Measures Timelines Results
Financial Management Development of financial codes and processes.

Project will include:

  • the development of financial codes;
  • the development of roles and responsibilities for Board of Directors / Executive Director, and organization staff
  • 2 workshops for Board of Directors / Executive Director, and organization staff on implementation
 $30K

 

 

 

 

 

 

$20K		 Anticipated Outputs:
  • Financial codes
  • Roles and responsibilities document
  • Training of leadership and administration
  • Articulated and defined processes and systems that are part of the daily administration

Anticipated Outcomes:

  • Strengthened financial management
  • Increased financial accountability to membership
  • Completed codes and related supporting documentation
  • Completed workshops
  • Codes made publicly available to the members

 

  • Reduction of transactional errors
  • Improved financial health (evident through audits)
  • Transparency with membership
  • Year 1


  • Year 1


  • Year 1

 

 

 

  • Year 2



  • Year 2



  • Year 2
 Outputs:

 

 

 

 

Outcomes:

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